期刊
PSYCHOLOGY IN THE SCHOOLS
卷 50, 期 5, 页码 489-499出版社
WILEY-BLACKWELL
DOI: 10.1002/pits.21689
关键词
-
This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty-five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high-stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = .21 and r = .10. Students also reported significantly more cognitive (r = .20) and physiological (r = .24) symptoms of test anxiety in relation to high-stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据