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首页> 外文学位 >Test anxiety in context: Primary students' experience of test anxiety in an ecological framework.
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Test anxiety in context: Primary students' experience of test anxiety in an ecological framework.

机译：环境中的考试焦虑：小学生在生态学框架内的考试焦虑经验。

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摘要

The inception of the No Child Left Behind Act in 2002 has increased the frequency and importance of testing in public schools. However, it is unclear how social-emotional factors, such as test anxiety, manifest themselves within the current educational climate. The current study utilized Bronfenbrenner and Morris' bioecological model of development to look at how contextual factors including perceptions of parenting behaviors (e.g., parental warmth and parental power assertion), perceptions of classroom environment (e.g., classroom friction and classroom cohesiveness), achievement goal orientation and perceived self-competence are related to primary students' experience of test anxiety. Demographic factors including gender, grade, primary language and race/ethnicity are also considered. Understanding the relationships between these variables is important as it will help to enable learning environments to be structured in ways that are supportive and adaptive for students.;The sample for the current research consisted of 114 students in grades three, four, and five who were attending public school in a large urban area. Analysis utilized both multiple regression and ANOVA. A significant final regression model was obtained that accounted for 57.6% of the variance in test anxiety in which grade, performance-avoidance goal orientation, classroom friction, classroom cohesiveness, paternal warmth and perceived self-competence were all significant predictors of test anxiety. The potential role of achievement goal orientation as a mediating variable was also considered but not supported among the current sample. Analysis utilizing ANOVA also demonstrated significant differences in levels of reported test anxiety based on gender, age, grade and primary language. Implications of these results are discussed as well as directions for future research.
机译：2002年开始实施的《不让任何一个孩子落后法案》（No Child Lafting Act）增加了在公立学校进行测试的频率和重要性。然而，目前尚不清楚在当前的教育环境中，诸如考试焦虑之类的社会情感因素如何表现出来。当前的研究利用Bronfenbrenner和Morris的发展生物生态学模型来研究情境因素如何包括对父母行为的看法（例如，父母的温暖和父母力量的主张），对教室环境的看法（例如，教室的摩擦和教室的凝聚力），成就目标方向和感知的自我能力与小学生的考试焦虑体验有关。还考虑了人口因素，包括性别，年级，主要语言和种族/民族。了解这些变量之间的关系非常重要，因为这将有助于使学习环境的结构能够为学生提供支持和适应。本研究的样本包括114名三，四年级和五年级的学生，他们分别是在大城市的公立学校就读。分析同时利用了多元回归和方差分析。获得了一个显着的最终回归模型，该模型占考试焦虑方差的57.6％，其中年级，避免表现的目标取向，课堂摩擦，课堂凝聚力，父亲的热情和感知到的自我能力都是考试焦虑的重要预测因子。还考虑了成就目标定向作为中介变量的潜在作用，但在当前样本中并未得到支持。利用ANOVA进行的分析还表明，根据性别，年龄，等级和主要语言，所报告的考试焦虑水平存在显着差异。讨论了这些结果的含义以及未来研究的方向。

著录项

  • 作者

    Cahalan, Jacqueline V.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Educational psychology.;Elementary education.;Developmental psychology.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 126 p.
  • 总页数 126
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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