Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils

Nyroos, Mikaela; Korhonen, Jari; Peng, Aihui; Linnanmäki, Karin; Svens-Liavåg, Camilla; Bagger, Anette; Sjöberg, Gunnar

doi:10.1080/21683603.2014.915773

Cited by 18 publications

(13 citation statements)

References 38 publications

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“…With respect to differences by dimensions, several works illustrated that thoughts and autonomic reactions show the most relevant differences in favor of females (e.g., Wren and Benson, 2004) and that no significant differences are evident in off-task behaviors (e.g., Nyroos et al, 2015). Unlike these findings, in the current analysis of Turkish data, significant gender differences were found by thoughts and autonomic reactions in favor of females, and also considering the off-task behaviors in favor of males.…”

Section: Discussionmentioning

confidence: 99%

“…In a related vein, there is an evidence that females reported greater levels of thoughts and autonomic reactions than males did, whereas no significant differences were found in off-task behaviors across gender (Wren and Benson, 2004). While some studies documented no significant differences in thoughts and off-task behaviors across gender, they showed that females reported higher levels of autonomic reactions than males did (Nyroos et al, 2015). Interestingly, some researchers reported no significant gender differences in thoughts, off-task behaviors, and autonomic reactions dimensions of test anxiety (Putwain and Daniels, 2010).…”

Section: Gender Differencesmentioning

confidence: 99%

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Test Anxiety: Gender Differences in Elementary School Students

Aydın¹

2019

EUROPEAN J ED RES

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Students' test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there was a pattern of correlations existing among three dimensions of test anxiety that were tapped by the Children's Test Anxiety Scale (Wren and Benson, 2004) and (ii) whether gender differences existed in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = .57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, = .012 and = .016; but quite a small male advantage for off-task behaviors =.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.

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Section: Discussionmentioning

confidence: 99%

Section: Gender Differencesmentioning

confidence: 99%

Test Anxiety: Gender Differences in Elementary School Students

Aydın¹

2019

EUROPEAN J ED RES

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“…Some studies have demonstrated a female advantage in thoughts and autonomic reactions, whereas no significant differences were found in off-task behaviors (Wren & Benson, 2004). Some others showed that females reported higher levels of autonomic reactions than males did, while no significant differences were found in thoughts and off-task behaviors (Nyroos et al, 2015). Interestingly, however, the similar line of research also documented that there were no significant gender differences in none of the thoughts, off-task behaviors, and autonomic reactions dimensions of test anxiety (Putwain & Daniels, 2010).…”

Section: Gender and School-level Differencesmentioning

confidence: 99%

“…The evidence for gender differences in thoughts, off-task behaviors, and autonomic relations is considerably more extensive and conclusive among results of instrument development and validation (e.g., Wren & Benson, 2004), moderation (e.g., Putwain & Daniels, 2010) or cultural comparison (Nyroos et al, 2015) studies. Some studies have demonstrated a female advantage in thoughts and autonomic reactions, whereas no significant differences were found in off-task behaviors (Wren & Benson, 2004).…”

Section: Gender and School-level Differencesmentioning

confidence: 99%

Test Anxiety: Do Gender and School-Level Matter?

Aydın¹

2017

EUROPEAN J ED RES

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Abstract:The study investigated differences in students' reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students' reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students' overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.

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“…Schulischer und beruflicher Erfolg geht nicht nur mit positiven Assoziationen für die jeweilige Person einher (höheres Einkommen, Karriereper-Tab. 2 Beispiele kulturvergleichender Studien mit als gegensätzlich oder äquivalent beschriebenen IC-Dimensionen Ägypten, Brasilien und USA (El-Zahhar und Hocevar 1991) Interkulturelle und Geschlechtsunterschiede von Prüfungsängstlichkeit (TAI), Trait-Ängstlichkeit und Erregbarkeit bei Oberstufenschüler*innen China, Finnland und Schweden (Nyroos et al 2015) Interkultureller Vergleich der Manifestation von Prüfungsängstlichkeit (CTAS) und Geschlechtsunterschiede bei Grundschüler*innen Indien und Iran (Sharma et al 1983) Interkultureller Vergleich der Prüfungsängstlichkeitsmanifestation (TAI) bei Mittelstufenschüler*innen sowie Studierenden die USA und Australien (Kavanagh et al 2016) Interkultureller Vergleich von Prüfungsängstlichkeit (TAI) und assoziierten Charaktereigenschaften (Perfektionismus, Copingstrategien) bei Studierenden die USA und Kanada (Lowe 2019) Interkulturelle und Geschlechtsunterschiede und Messinvarianzanalyse des TAM-C die USA und Kuwait (Cassady et al 2004) Interkultureller vergleich weiblicher Studierender anhand verschiedener Prüfungsängstlichkeitsinventar (CTAS, RTT) und Zusammenhang mit Leistung die USA und Mexiko (Diaz-Guerrero 1976) Interkulturelle und Geschlechtsunterschiee von Prüfungsängstlichkeit (TASC) bei drei Kohorten (Grundund Mittelstufe) Südafrika und Deutschland (Ringeisen et al 2010) Kreuzvalidierung des TAI-G/PAF in Englisch und Deutsch bei Psychologie und Pädagogikstudierenden spektive), sondern auch für das gesamte zugehörige Kollektiv. Die persönliche Leistungsmotivation ist demnach in Bezug auf die Loyalität zum Kollektiv zu verstehen (Bodas und Ollendick 2005).…”

Section: )unclassified

Prüfungsängstlichkeit im Kulturvergleich

Tibubos¹,

Krakau²,

Rohrmann³

et al. 2020

Handbuch Stress Und Kultur

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Lernende weltweit stehen vor der Aufgabe, ihr Wissen in Prüfungen zu demonstrieren, was als herausfordernd oder bedrohlich erlebt werden kann. Infolgedessen kommt der Erforschung des zugehörigen Angsterlebens international viel Aufmerksamkeit zu und Prüfungsängstlichkeit konnte als kulturübergreifendes Phänomen identifiziert werden. Entsprechende Messinstrumente wurden in zahlreiche Sprachen adaptiert. Ebenfalls von Interesse ist, inwiefern Kultur einen Einfluss auf die Manifestationsformen von Prüfungsängstlichkeit nimmt. Um kulturspezifische Einflüsse auf individueller, interindividueller und gesellschaftlicher Ebene adäquat abzubilden, scheint für künftige Prüfungsängstlichkeitsforschung eine emische Perspektive auf Kultur entscheidend.

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Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils

Cited by 18 publications

References 38 publications

Test Anxiety: Gender Differences in Elementary School Students

Test Anxiety: Gender Differences in Elementary School Students

Test Anxiety: Do Gender and School-Level Matter?

Prüfungsängstlichkeit im Kulturvergleich

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