Construction of the Examination Stress Scale for Adolescent Students

Sung, Yao–Ting; Chao, Tzu Yang

doi:10.1177/0748175614538062

Cited by 24 publications

(20 citation statements)

References 38 publications

(67 reference statements)

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“…Since the beginning, different models have been proposed for TA: one-dimensional (Mandler and Saranson, 1952), twodimensional (Liebert and Morris, 1967), and multi-dimensional (Hodapp and Benson, 1997;Wren and Benson, 2004;Chin et al, 2017), giving rise to various evaluation instruments (Osterhouse, 1970;Valero, 1999;Lowe and Lee, 2004;García-Fernández et al, 2011;Sung and Chao, 2014). Within the multi-dimensional models, the three-dimensional theory of anxiety proposed by Lang (1968) stands out, which establishes that anxiety is composed of three response systems: cognitive, physiological, and behavioral or motor, which can be manifested in a discordant and asynchronous way (Furlan, 2006;Martínez-Monteagudo et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

et al. 2020

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ObjectiveTest anxiety (TA) is a construct that has scarcely been studied based on Lang’s three-dimensional model of anxiety. The objective of this article is to investigate the repercussion of sociodemographic and academic variables on different responses for each component of anxiety and for the type of test in adolescent students.MethodA total of 1181 students from 12 to 18 years old (M = 14.7 and SD = 1.8) participated, of whom 569 were boys (48.2%) and 612 girls (51.8%). A sociodemographic questionnaire and the Cuestionario de Ansiedad ante los examenes-Adaptado (CAEX-A) [Test Anxiety Questionnaire-Adapted] an adaptation for Spanish secondary school levels (ESO) and Bachillerato were administered.ResultsGirls scored higher on the cognitive and physiological components of TA than boys, the intensity of the physiological response increasing with age. Bachillerato level students reported more physiological anxiety than those of ESO level. Students with better marks in the previous year presented more anxiety in the cognitive component, while those who obtained the lower mark presented higher anxiety values in the behavioral component. Participants reported that the types of tests that cause them more anxiety were oral tests in front of the class, oral presentation in front of a panel, and mathematics tests.ConclusionAdolescents show a differential response of TA based on the physiological, cognitive and motor components, mediated by the variables of gender, age, grade, academic performance and type of exam. These results serve to design specific intervention programs to manage anxiety in situations of academic assessment.

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Section: Introductionmentioning

confidence: 99%

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

et al. 2020

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“…3.2% of EI from secondary school students significantly contributing towards English examination stress whereas 1.6% of EI contributing towards English examination stress among primary school students. The overall result of researches suggest that high EI people helps individuals to communicate better, able to reduce their anxiety and stress, build strong, healthy relationships, and able to overcome life's challenges effectively 8 .…”

Section: Influence Of Emotional Intelligence Towards English Examination Stress Among School Studentsmentioning

confidence: 99%

Emotional Intelligence and Self-Regulated Learning towards English Examination Stress: A Comparative Study between Primary and Secondary School Students

Rameli¹,

Sinivashom²

2020

ujer

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English Examination stress is becoming an alarming issue to most of Malaysian students nowadays. There are hardly any documented records of studies on influence of emotional intelligence and self-regulated learning towards English examination stress faced by the students. The major purpose of this study is to investigate the influence of emotional intelligence and self-regulated learning towards English examination stress among primary and secondary school students in Pasir Gudang District, Johor. The research design applied in this study was quantitative approach. The instruments used in this study were Wong and Law Emotional Intelligence Scale (WLEIS), Self-regulation formative questionnaire and Examination Stress Scale (ExamSS). The respondents were 334 Year Four students and 388 Form Four students from Pasir Gudang District. Results in linear regression analysis revealed that the self-regulated learning significantly contributing 4.4% in primary and 13.7% in secondary towards examination stress. Meanwhile, the multiple regression showed that, only self-regulated learning was more significant towards examination stress. The present study contributes to an understanding of the relationship and impact of self-regulated learning towards English examination stress.

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“…Within the scope of this research, validity and reliability studies are carried out by adapting the Examination Stress Scale developed by Sung and Chao (2015) into Turkish and a model for examination stress is tested. In the second phase of the study, the measurement invariance was examined across gender, school type and grade.…”

Section: Extended Abstractmentioning

confidence: 99%

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Adaptation of the Examination Stress Scale into Turkish and Examination of Measurement Invariance

Karaduman¹,

Kilmen²

2018

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Öz Bu araştırmada Sung ve Chao (2015) tarafından geliştirilmiş olan Sınav Stresi Ölçeğinin (SSÖ) Türkçeye uyarlaması yapılmış, ilgili ölçekten elde edilen ölçümlerin geçerlik ve güvenirliğine ilişkin kanıtlar elde edilmeye çalışılmış ve ölçme değişmezliği test edilmiştir. Araştırmanın çalışma grubunu 2016-2017 eğitimöğretim döneminde Balıkesir ilindeki liselerde öğrenim gören 1617 lise öğrencisi oluşturmaktadır. Araştırmanın ilk aşamasında yapılan doğrulayıcı faktör analizi sonucunda ölçeğin üç faktörlü yapısının doğrulandığı sonucuna ulaşılmıştır. Araştırmanın diğer aşamasında ise ölçeğin cinsiyet, okul türü ve sınıf düzeyi alt gruplarında ölçme değişmezliği incelenmiştir. Ölçeğin faktör yapısına ilişkin tanımlanan ölçme modelinin cinsiyet, okul türü ve sınıf düzeyi alt gruplarında ölçme değişmezliğinin sağlandığına ilişkin kanıtlar elde edilmiştir. Bu durum Sınav Stresi Ölçeğinin (SSÖ) cinsiyet, okul türü ve sınıf düzeyi alt gruplarında geçerli ve güvenilir ölçümler sağladığına işaret etmektedir.

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Construction of the Examination Stress Scale for Adolescent Students

Cited by 24 publications

References 38 publications

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

Emotional Intelligence and Self-Regulated Learning towards English Examination Stress: A Comparative Study between Primary and Secondary School Students

Adaptation of the Examination Stress Scale into Turkish and Examination of Measurement Invariance

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