Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics

Kader, Ahmad A.

doi:10.1016/j.iree.2016.07.002

Cited by 15 publications

(7 citation statements)

References 22 publications

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“…In other words, high levels of these factors: MAG, APPG and FWA might drive learner to an adaptive behavior and could lead to success in some academic areas (Chea & Shumow, 2017;Senko & Miles, 2008). The findings of the present study are parallel to previous findings reporting that learners' achievement was positively associated with the factors: MAG, APPG and FWA (Csizér & Piniel, 2013;Kader, 2016;Senko, 2016;). However, in face of difficulty, performance-approach oriented students may simply give up and thus, they may not succeed academically.…”

Section: Discussionsupporting

confidence: 85%

Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates

Sabti¹,

Rashid²,

Hummadi³

2019

INT J INSTRUCTION

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This study aimed to examine the relationships between facilitating writing anxiety (FWA), debilitating writing anxiety (DWA), mastery-approach goal (MAG), performance-approach goal (APPG) and performance-avoidance goal (AVOG). In total, 300 Iraqi undergraduate students participated in the study. A quantitative approach was applied in particular correlational design. Two questionnaires were utilized for data collection: The Second Language Writing Anxiety Inventory (SLWAI) and Achievement Goal Questionnaire (AGQ). The results of the study indicated that some students showed a high rate of debilitating anxiety, which led them to pursue performance-avoidance goal. Yet, the two factors of performanceavoidance goal and debilitating writing anxiety were negatively associated with the set of the three factors: mastery-approach goal, performance-approach goal and facilitating writing anxiety. Conversely, there were positive relationships between mastery-approach goal, performance-approach goal and facilitating writing anxiety. In the light of these findings, this study proposes that EFL learners need to consider the affective factors of debilitating anxiety and performance avoidance goal that are likely to undermine their confidence and motivation which may lead them to a maladaptive behavior.

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Section: Discussionsupporting

confidence: 85%

Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates

Sabti¹,

Rashid²,

Hummadi³

2019

INT J INSTRUCTION

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“…The TAM-C consists of five test anxiety (Cognitive Interference, Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) scales and one Facilitating Anxiety Scale (Lowe, 2018). Test anxiety is reported to be negatively associated with college students’ test performance, and facilitating anxiety is reported to be positively associated with college students’ test performance (Cassady & Johnson, 2002; Gerwing et al, 2015; Kader, 2016; Rafferty, Smith, & Ptacek, 1997). To the authors knowledge, no new multidimensional measure of test anxiety, based on the most recent conceptualizations of the test anxiety construct and includes both facilitating and test anxiety components, has been examined in and used with Canadian college students.…”

mentioning

confidence: 99%

Exploring Cross-Cultural and Gender Differences in Test Anxiety Among U.S. and Canadian College Students

Lowe

2017

Journal of Psychoeducational Assessment

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Existing measures of test anxiety used with the college student population are old with old norms and old items, and they do not capture the multiple dimensions of the test anxiety construct or assess facilitating anxiety. In the present study, the validity of the scores of a new, multidimensional measure of test anxiety with a facilitating component, the Test Anxiety Measure for College Students (TAM-C) was examined in a sample of 1,344 Canadian and U.S. college students. Tests of measurement invariance were performed across culture and gender on the TAM-C and cultural and gender differences were explored. The results of multigroup confirmatory factor analyses across culture and gender supported strong invariance on the TAM-C. Latent mean analyses were also conducted and cultural and gender differences were found on the TAM-C. Although additional research is needed, the TAM-C appears to be a promising new measure for use with Canadian and U.S. college students.

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“…It is the level of anxiety, which is perceived as motivating and associated with some task or problem that is considered a challenge rather than a threat. Students who experience more facilitating anxiety when taking tests have been found to achieve higher average test scores regardless of discipline (Kader, 2016).…”

Section: Negative or Positive Impact Of Anxietymentioning

confidence: 99%

Is it all bad? Saudi EFL student perceptions of the role of anxiety when writing

Alfarwan

2021

SJLS

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PurposeThe study aims to ascertain the degree to which Saudi tertiary level writers experience foreign language (FL), English, writing anxiety compared with other variables known to affect writing, such as motivation, types of self-efficacy or teacher assistance, how anxiety relates to those other variables, and whether the effects of anxiety on writing are always perceived as negative.Design/methodology/approachThis study used questionnaire and interview data following writing tasks in two conditions (practice and exam).FindingsThe key findings were that, regardless of level or writing condition, writing anxiety emerged as the least strongly experienced of all the relevant variables. From factor analysis, it was found to be associated with perceived general English language proficiency and writing strategic ability and not with topic knowledge, teacher or motivational variables. Contrary to the assumption in much of the literature, many participants experienced some anxiety as having a positive effect on their English writing, in certain ways and at certain times (dependent on the writing condition) and not solely a negative impact.Research limitations/implicationsImplications are drawn for theory and for the teaching of writing.Practical implicationsDrawn towards the end of the paper.Social implicationsAny research on factors that affect writing seemingly has practical value and implications in such contexts, in addition to interest for L2 writing research and theory.Originality/valueThere remains a question that applies across the whole field of anxiety research in education and applied linguistics concerning whether anxiety is, as often assumed, always bad and so constitutes something to be removed, or whether in fact some degree of anxiety is actually helpful (Alpert and Haber, 1960). This study aims to answer.

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Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics

Cited by 15 publications

References 22 publications

Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates

Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates

Exploring Cross-Cultural and Gender Differences in Test Anxiety Among U.S. and Canadian College Students

Is it all bad? Saudi EFL student perceptions of the role of anxiety when writing

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