Gender differences in social and test anxiety

Maria, Franco Di; Nuovo, Santo Di

doi:10.1016/0191-8869(90)90066-z

Cited by 18 publications

(5 citation statements)

References 26 publications

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“…In general, girls appear to be more susceptible to test anxiety than boys (Araki, 1992;Di Maria and Di Nuovo, 1990). This finding matches the higher likelihood that women suffer from anxiety disorders than men.…”

supporting

confidence: 74%

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Borgonovi

Pál

2016

OECD Education Working Papers

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JT03401754Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016) This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. ABSTRACTIn 2015, PISA (the Programme for International Student Assessment) asked students to describe their wellbeing in addition to collecting information on students' subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students' well-being. RÉSUMÉEn 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l'enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d'éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d'y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.

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supporting

confidence: 74%

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Borgonovi

Pál

2016

OECD Education Working Papers

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“…Consistent sex differences in test anxiety levels have been observed on specific test anxiety measures [e.g., [56,57] , Knappe et al [in preparation]], with women scoring higher than men. A study of 14 to 16-year-old students from northern UK (N 5 1,348) [53] reported that the gender of the student significantly predicts test anxiety scores as did the smaller study by Warren et al [50] with 4th, 7th, and 10th grade students in the United States, such that female students reported higher scores than male students on the TAI in both countries.…”

Section: Resultsmentioning

confidence: 85%

Specific phobia: a review of DSM-IV specific phobia and preliminary recommendations for DSM-V

et al. 2010

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The present review was conducted in order to evaluate the current diagnostic criteria for specific phobia (SP) in light of the empirical evidence gathered since DSM-IV and to propose changes to DSM-V where change is clearly and reliably indicated by the evidence. In response to questions put forth by the DSM-V Anxiety, OC Spectrum, Posttraumatic, and Dissociative Disorder Work Group, four primary areas were determined for this review: the accuracy and utility of the current SP type classification system, the validity of test anxiety as a type of SP, the boundary between agoraphobia and SP, and the reliability and utility of the diagnostic criteria for SP. Developmental issues are addressed within each area. Literature reviews examining academic findings published between 1994 and 2009 were carried out and the results are included herein. The review presents a number of options and preliminary recommendations to be considered for DSM-V. All of these recommendations should be considered tentative as they await the field trials and expert consensus necessary prior to their inclusion in the DSM-V. The present review also reveals a great need for future research in the area of SP and directions for such research is provided.

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“…These factors explained 43% of the total variance in GPA, and higher levels of social anxiety and more positive academic adjustment made unique individual contributions in predicting higher GPA after controlling for SAT scores. The idea that social anxiety would enhance academic performance is noteworthy, because previous findings have found negative or no correlations between social anxiety and GPA (di Maria & di Nuovo, ; Strahan, ). Links between social anxiety and perfectionism have been established by previous studies (Juster et al, ).…”

Section: Discussionmentioning

confidence: 98%

“…Adolescents who reported fear of communication with others were at a higher risk of dropping out of high school and avoiding postsecondary education, and individuals with lifetime rates of social phobia were more likely to leave school early (Van Ameringen et al, ). Social anxiety predicted academic problems, such as lower grades, class absences due to a lack of participation, and fear of public speaking (Strahan, ), as well as lower self‐esteem and GPA in men (di Maria & di Nuovo, ). However, social anxiety did not predict GPA or retention in a study of 253 undergraduates at a large state university (Strahan, ).…”

Section: Social Anxiety and College Adjustmentmentioning

confidence: 99%

The Effect of Social Anxiety and Self‐Esteem on College Adjustment, Academics, and Retention

Nordstrom

Goguen

Hiester

2014

J of College Counseling

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In a survey of 271 undergraduates conducted during the 2nd and 11th week of their 1st semester of college, the authors found that self‐esteem mediated relations between social anxiety and academic, social, and institutional adjustment. Implications for 1st‐year college students with social anxiety are discussed, with an emphasis on early identification and recommendations for counselors to adapt cognitive behavior therapy interventions for use with college populations.

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Gender differences in social and test anxiety

Cited by 18 publications

References 26 publications

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Specific phobia: a review of DSM-IV specific phobia and preliminary recommendations for DSM-V

The Effect of Social Anxiety and Self‐Esteem on College Adjustment, Academics, and Retention

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