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Roos, Anna-Lena; Goetz, Thomas; Voracek, Martin; Krannich, Maike; Bieg, Madeleine; Jarrell, Amanda; Pekrun, Reinhard – Educational Psychology Review, 2021
Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance…
Descriptors: Test Anxiety, Physiology, Arousal Patterns, Correlation
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Fong, Haley; Soni, Anita – Support for Learning, 2022
This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further…
Descriptors: Test Anxiety, Children, Learning Problems, Models
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Burcas, Sylvia; Cretu, Romeo Zeno – Educational Psychology Review, 2021
Over the past 20 years, many studies have shown that students' test anxiety is significantly related to their level of perfectionism. However, the reported results are relatively inconsistent, varying in both the magnitude and direction of relationships. The present study provides the first meta-analytic review of the relationships between…
Descriptors: Personality Traits, Test Anxiety, Meta Analysis, Effect Size
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Schmidt, Martin; Pinney, Brian; Werning, Sarah – Education Sciences, 2022
Examinations are a significant source of academic stress, particularly in the demanding environment of medical education. In order to reduce the burden of anxiety, burnout and depression among students, medical schools aim at reducing academic stress by exploring alternatives to frequent, high-stakes assessment schedules. The bundling of…
Descriptors: Academic Achievement, Student Satisfaction, Scheduling, Science Tests
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Caviola, Sara; Toffalini, Enrico; Giofrè, David; Ruiz, Jessica Mercader; Szucs, Dénes; Mammarella, Irene C. – Educational Psychology Review, 2022
The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing…
Descriptors: Mathematics Anxiety, Test Anxiety, Mathematics Achievement, Age Differences
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Kärchner, Henrike; Schöne, Claudia; Schwinger, Malte – Social Psychology of Education: An International Journal, 2021
Self-esteem plays a decisive role for students in achievement situations. However, it is still unclear how different self-esteem facets and their interactions influence academic achievement and which psychological mechanisms mediate these relationships. In Study 1, we investigated self-handicapping and effort-management as mediators of the effects…
Descriptors: Self Esteem, Test Anxiety, Academic Achievement, College Students
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Thomsen, Morten K.; Seerup, Julie K.; Dietrichson, Jens; Bondebjerg, Anja; Viinholt, Bjørn C. A. – Campbell Systematic Reviews, 2022
School-based testing is often well suited and widely used for monitoring students' academic progress. However, for almost a century, researchers have taken an interest in the potential moderating qualities of testing student's academic achievements on their academic achievements (Jones, 1923; Keys, 1934; Kulp, 1933; Spitzer, 1939; Turney, 1931);…
Descriptors: Tests, Incidence, Academic Achievement, Literature Reviews
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Damrow, Amy L.; El Faye, Theodore P. – International Journal of Self-Directed Learning, 2022
Many students find the transition to college coursework stressful and challenging. Decades of research in the cognitive sciences have provided data regarding effective ways to obtain and retain information; however, many students do not use these strategies. In this article, we embed a self-study designed, conducted, and written up by Teddy…
Descriptors: Self Evaluation (Individuals), Learning Strategies, Scores, Test Anxiety
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Lewis, Drew – Journal of the Scholarship of Teaching and Learning, 2022
Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the…
Descriptors: Grading, Grades (Scholastic), Academic Standards, Test Anxiety
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Wang, Yefei – Journal of Psychologists and Counsellors in Schools, 2021
The purpose of this study was to investigate the cross-lagged relationships between academic procrastination and test anxiety. A sample of Chinese adolescents from a high school in Changsha City, HuNan Province, China participated in this study. The participants completed the Aitken Procrastination Inventory and the Test Anxiety Scale at two times…
Descriptors: Time Management, Test Anxiety, High School Students, Foreign Countries
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Sahin, Alper – International Journal of Assessment Tools in Education, 2021
This study aimed to validate the English version of Sahin's (2019) State Test Anxiety Scale (STAS) which was originally developed in Turkish based on the latest bio-psychosocial model of test anxiety. For this purpose, the Turkish version of STAS was translated into English and administered to 360 (123 females, 237 males) students from 22…
Descriptors: Test Validity, Test Anxiety, Measures (Individuals), Test Construction
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Myers, Sarah J.; Davis, Sara D.; Chan, Jason C. K. – Cognitive Research: Principles and Implications, 2021
Test anxiety is a major concern in education because it causes uncomfortable feelings in test-anxious students and may reduce the validity of exam scores as a measure of learning. As such, brief and cost-effective interventions are necessary to minimize the negative impact of test anxiety on students' academic performance. In the present…
Descriptors: Writing (Composition), Self Expression, Test Anxiety, Intervention
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Wang, Li-Chih; Li, Xiaomin; Chung, Kevin Kien Hoa – Annals of Dyslexia, 2021
The influence of test anxiety on academic difficulties has been investigated in typically developing students, but the mechanism underlying the influence remains unclear, especially for those with specific learning disabilities (SpLDs). This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties…
Descriptors: Test Anxiety, Metacognition, Foreign Countries, Young Adults
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Selvi, Huseyin – International Journal of Assessment Tools in Education, 2021
In this study, it was aimed to examine the measurement invariance of State Test Anxiety Scale and its sub-dimensions developed by Sahin (2019) in terms of different variables. For this purpose, data were collected from a total of 956 university students studying in different faculties. The measurement invariance of the scale was examined by…
Descriptors: Factor Analysis, Test Anxiety, Test Validity, Gender Differences
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Swalve, Natashia; Harwood, Amanda; Calhoun, Eric S. – College Teaching, 2021
Demand for STEM majors is increasing, yet attrition in STEM classes is common. Exam wrappers and asking students to write on test anxiety have both been shown to be somewhat successful as simple interventions. This study examined the impact of exam wrappers (termed a post-exam wrapper) that specifically included a multiple-choice question about…
Descriptors: Metacognition, Test Anxiety, Academic Achievement, STEM Education
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