Family environment, discrepancies between perceived actual and desirable environment, and children's test and trait anxiety

Peleg, Ora; Klingman, Avigdor

doi:10.1080/0306988021000025646

Cited by 32 publications

(22 citation statements)

References 47 publications

(51 reference statements)

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“…One such strategy against threatening situations that arouse fear and anxiety is, of course, the worry mechanism, and in fact, moderate worry has been found to be effective in this matter. Another possible explanation is that females usually report higher levels of worry and anxiety (e.g., Peleg‐Popko & Klingman, 2002; Peleg‐Popko, Klingman, & Abu‐Hanna Nahhas, 2003) because of either genetic differences or social norms that enable females to reveal their weakness.…”

Section: Discussionmentioning

confidence: 99%

Worry about terror among young adults living in ongoing security uncertainty

Peleg

Mass-Friedman²

2012

Int J Psychol

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The aim of the current study was to investigate worry about terror as a mediating variable, with the exogenous variables being media viewing, differentiation of self, and trait anxiety, and the endogenous variables being somatic symptoms and perceptions of security-related stress. Participants were divided into two groups by age/academic level: 248 high school students and 191 university students. A pathway correlation model was used to investigate worry about terror as a mediating variable. The central finding was that worry about terror was a significant mediating variable in the relationship between the extent of media viewing following terror events and the level of perception of security-related stress. That is, young people who said they worried a lot reported a high level of stress relating to the terror events they saw covered in the media. In addition, trait anxiety was found to have an effect on stress perception only via the level of worry about terror. This means that high levels of stress are not experienced by all highly trait-anxious people, but only by those who suffer from higher levels of worry about terror.

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Section: Discussionmentioning

confidence: 99%

Worry about terror among young adults living in ongoing security uncertainty

Peleg

Mass-Friedman²

2012

Int J Psychol

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“…Other social determinants discussed by Zeidner (2014) concern not only parental pressure but also parents' direct engagement in their children's studies in the form of expectation, encouragement, and support. Accordingly, building on models of family interaction, such as the Circumplex Model (Olson, Russell, and Sprenkle, 1983) and the Family Environment Model (Moos and Moos, 1986), Peleg-Popko and colleagues (e.g., Peleg, Deutch, and Dan, 2016;Peleg, Klingman, and Abu-Hana, 2003;Peleg-Popko, 2002;Peleg-Popko and Klingman, 2002) have highlighted the importance of family interaction patterns and parental expectations for the development and maintenance of children's anxiety, including test anxiety. For example, Peleg-Popko (2002) found that lack of open communication and encouragement of personal growth as perceived by the children were associated with higher levels of test anxiety.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

2018

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This study examined predictors of test anxiety in a sample of 2,528 Norwegian uppersecondary and postsecondary students by means of structural equation modeling. Results showed that personal goals related to career and grades positively predicted test anxiety, whereas self-efficacy beliefs were a negative predictor of test anxiety. In turn, participants' personal goals and self-efficacy beliefs were predicted by perceived family expectation and gender and, thus, mediated the effects of those variables on test anxiety. Specifically, academic expectations from students' families had an indirect positive effect on test anxiety mediated by career goal and an indirect negative effect on test anxiety mediated by selfefficacy beliefs, and gender indirectly affected test anxiety through self-efficacy beliefs (with females displaying lower self-efficacy beliefs than males). Finally, both family expectation and gender also had direct effects on test anxiety. The unique contribution of this large scale study is highlighted and theoretical and educational implications are discussed.

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“…Relationships signifies the extent to which family members feel they belong to, are involved with, and are supportive of one another (e.g., expressiveness, cohesion); system maintenance and change refers to the degree of clarity of rules, structure and openness to change that characterizes the family (e.g., organization, control); and personal growth or goal orientation may be defined as the underlying goals toward which a family is oriented (e.g., intellectual-cultural, moral-religious). While much attention has been paid to the first dimension, there has been little research on the other two (Peleg-Popko & Kligman, 2002), particularly on personal growth.…”

Section: Teaching-learning Systemmentioning

confidence: 99%

Approaches to learning and study orchestrations in high school students

Cano

2007

Eur J Psychol Educ

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In the framework of the SAL (Students' approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual climate and students' approaches to learning, in particular with Deep approach: The better the family's intellectual climate the higher students' scores on Deep approach. Second, along with general intelligence, these approaches predicted students' academic achievement, higher grades being obtained by those students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family's intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students' learning experience, and help to provide an integrated view of students' webs of experience.

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Family environment, discrepancies between perceived actual and desirable environment, and children's test and trait anxiety

Cited by 32 publications

References 47 publications

Worry about terror among young adults living in ongoing security uncertainty

Worry about terror among young adults living in ongoing security uncertainty

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

Approaches to learning and study orchestrations in high school students

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