Academic self-concept, learning motivation, and test anxiety of the underestimated student

Abstract

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

The Effectiveness of Psychoeducation and Systematic Desensitization to Reduce Test Anxiety Among First-year Pharmacy Students

“…18,19 In fact, text anxiety is one of the major causes for students' underachievement and low performance at different stages of their educational life. [20][21][22][23] The excessive worry and intrusive thoughts about performance that students with test anxiety experience are predictors of emotional and psychological distress. 20 Therefore, test anxiety is more likely an aggravating factor for psychological distress and amotivation.…”

Kluků je škoda, holky na to nemají: genderové aspekty v hodnocení nejslabších žáků třídy

“…Ovšem jak upozorňují Canal, Bonini, Micciolo a Tentori (2012), pro hodnoticí úsudek učitele je typická výběrovost mezi různými stimuly i vní-maných informací a konzistence z hlediska času. To znamená, jak dodávají mnozí autoři, že se přirozeně objevují určité hodnotitelské chyby, které mohou být dány nevědomými předsudky či zaujatostí učitele (Bláha & Šebek, 1988;Campbell, 2015;Urhahne, Chao, Florineth, Silke Luttenberger, & Paechter, 2011).…”

Niedrige Übereinstimmung zwischen Interessen und Berufswunsch – Ein bislang vernachlässigtes Risiko in der Berufsorientierung Jugendlicher

“…Fachlich gebildete Lehrpersonen sind im Berufsorientierungsunterricht bedeutsam: Diese sollen durch ein akkurates Urteil über Fähigkeit, Interesse und Selbstwirksamkeit ihrer Schüler/inn/en (vgl. auch Urhahne et al 2011 zur diagnostischen Kompetenz von Lehrpersonen) diese bei Bedarf an weiterführenden Maßnahmen teilnehmen lassen. Maßnahmen wie etwa "Power Girls" bieten eine erste Möglichkeit, um das Interesse von Mädchen an untypischen Berufen zu fördern.…”