Investigation on Test Anxiety and Coping Style of Middle School Students in Different Nationalities

Abstract

Background: To provide a theoretical basis for formulating effective measures to relieve test anxiety, we understand the current situation of examination anxiety and coping styles of middle school students from different ethnic groups. Methods: A stratified cluster random sampling survey was conducted on 251 junior middle school students in a middle school in Minhe County, Qinghai Province, using the middle school students' test anxiety factors questionnaire (IFTAS) and the middle school students' coping styles scale (CSS). Results: 1) Increasing the grades and ages, the score of different nationalities of middle school students' test anxieties were higher(F = 4.795, P < 0.05; F = 2.468, P < 0.05); 2) The middle school students' coping style of "pointing to the problem" had statistical significance among grades (F = 6.673, P < 0.05).3) "Pointing to emotional response" had statistical significance among the genders in the middle school students (t = 2.421, P < 0.05). 4) An analysis of the correlation between test anxiety and coping styles among middle school students showed that the relationship between self-esteem and emotional response was highest (r = 0.395, P < 0.01). 5) The gradual regression analysis of test anxiety and coping style of junior high school students show that "escaping", "seeking social support" and "endurance" were the factors of anxiety of exam in junior high school students. Conclusions: Different national middle school students' test anxiety problems more serious, and most middle school students use "escape" and "seeking social support", "patience" approach. We should guide students to produce the correct coping style.

Associations between metacognitive beliefs and test anxiety among middle school students.

“…Metacognitive beliefs may provide a potential explanation for the experience of test anxiety among middle school students, a group of students particularly impacted by this form of anxiety (von der Embse et al, 2018). The examined metacognitive beliefs are possibly near fully formed by around the age of 13 years (Cartwright-Hatton et al, 2004) and may contribute to middle school students using nonadaptive ways to cope (Nelson et al, 1999; Wells, 2000; Zeidner & Matthews, 2005) with excessive academic pressure during that time of schooling (Hu et al, 2018; Mora, 2013). The present results, which provide the first known indication of interrelations between metacognitive beliefs and test anxiety among middle school students, can be interpreted within such a context.…”

“…Relations between metacognitive beliefs and test anxiety among middle school students remain unexamined and the lack of data speaking to those relations represent a substantive gap in the literature. Older middle school students are vulnerable to the experience of test anxiety (Hu et al, 2018), with the impact of test anxiety among such students being particularly pronounced relative to other age groups (von der Embse et al, 2018). Whereas metacognitive beliefs appear important to the experience of test anxiety among older students, patterns of associations between metacognitive beliefs and indices of emotional distress cannot be assumed to generalize to adolescents (Bacow, Pincus, Ehrenreich, & Brody, 2009).…”

“…According to a meta-analysis conducted by von der Embse et al (2018), the impact of test anxiety on such outcomes may differ across educational level, with middle school students appearing most affected. Older middle school students are especially at-risk for test anxiety related to fears about academic failure and the associated consequences (Hu, Wu, & Cheng, 2018), potentially because of excessive academic pressure placed on these students to perform well in courses and on standardized state achievement tests (Mora, 2013). Test anxiety interventions with adolescent students remain understudied (von der Embse, Barterian, & Segool, 2013) and identifying correlates of test anxiety is one potential way to inform future intervention efforts (von der Embse et al, 2018).…”

Test Anxiety Among Chinese Master of Education Students in a Malaysian Private University: A Case Study

“…[ 12 ] One common outcome of these assessments is test anxiety (TA), a specific form of anxiety that arises in evaluative situations such as exams. [ 4] Test anxiety is a well-studied psychological phenomenon that can negatively affect students' performance and academic achievement, both in formal classroom settings and in standardized tests. [ 17 ] According to Steinmayr et al [ 14 ], test anxiety manifests as elevated levels of concern, recurrent intrusive thoughts, disorganized mental states, and intensified physiological responses in assessment environments.…”

The Role of the Hypothalamus–Pituitary–Adrenal (HPA) Axis in Test-Induced Anxiety: Assessments, Physiological Responses, and Molecular Details

“…There is an increasing emphasis on testing, especially in math and reading achievement, for national development, economic competitiveness, and fostering of autonomy [1]. However, many students suffer from anxiety because of the stress that ensues from such competitiveness [2,3]. Some students benefit from accommodations that may lower their stress and anxiety [4].…”