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首页> 美国卫生研究院文献>Psychologica Belgica >An Empirical Study on the Relationship between Causes of Teacher Examination Anxiety and Dimensions of Coping with Pre-Exam Anxiety: A Structural Equation Modelling Approach
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An Empirical Study on the Relationship between Causes of Teacher Examination Anxiety and Dimensions of Coping with Pre-Exam Anxiety: A Structural Equation Modelling Approach

机译：教师考试焦虑与应对前焦虑的尺寸关系的实证研究：结构方程模拟方法

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In recent years, examination anxiety among teachers assumes a critical sphere in the global academic environment. The causes of teacher examination anxiety in education have been reviewed by a few scholars. This shows that teacher examination anxiety and its impact on academic development are limited in research. Therefore, this study investigated the linear relationship between two self-report instruments – the causes of teacher examination anxiety and dimensions of coping with pre-exam anxiety. The study adopted a quantitative approach with three-hundred teachers from four secondary schools in Nigeria and twenty teachers from two secondary schools in North Cyprus participated in the survey. Also, a Structural Equation Modeling (SEM) was utilized for the analysis. The results of the study indicate that the two factors (teacher causes of exam anxiety and dimensions of coping with pre-exam anxiety) are interconnected. The results also indicate teachers’ preparation for examinations coupled with various dimensions of anxiety is a complex task that demands educational stakeholders to constantly improving on causes of examination anxiety and factors of pre-exam anxiety among teachers for better academic and ethical development.
机译：近年来，教师的考试焦虑都在全球学术环境中担任关键领域。少数人审查了教育教育焦虑的原因。这表明教师考试焦虑及其对学术发展的影响是有限的。因此，本研究调查了两个自我报告仪器之间的线性关系 - 教师考试焦虑的原因和应对焦虑的应对的尺寸。该研究采用了一项定量方法，尼日利亚四所中学的三百名教师，以及来自北塞浦路斯两所中学的二十名教师参加了调查。此外，使用结构方程建模（SEM）进行分析。该研究的结果表明，两种因素（教师考试焦虑和应对前焦虑症的尺寸）都是相互联系的。结果还表明，与焦虑的各种维度相结合的教师准备是一个复杂的任务，这是一个复杂的任务，要求教育利益相关者不断改进考试焦虑的原因和教师前焦虑的因素，以获得更好的学术和道德发展。

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