Perceptions and Incidence of Test Anxiety

Gerwing, Travis G.; Rash, Joshua A.; Gerwing, Alyssa M. Allen; Bramble, Bev; Landine, Jeff

doi:10.5206/cjsotl-rcacea.2015.3.3

Cited by 66 publications

(68 citation statements)

References 25 publications

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“…In the instance of TA, students would be stereotyped as potentially weak or lazy, consequently having a negative impact on academic performance. Supporting this finding, Gerwing et al (2015) observed that 32.2% of surveyed postsecondary students held negative views of TA, endorsing beliefs such as test anxiety is due only to being lazy or unprepared. The stigma associated with TA was also observed to deter students from seeking help, as it was perceived that seeking assistance would make students appear weak in the eyes of their colleagues (Gerwing et al, 2015).…”

Section: Cover Page Footnotesupporting

confidence: 68%

“…Supporting this finding, Gerwing et al (2015) observed that 32.2% of surveyed postsecondary students held negative views of TA, endorsing beliefs such as test anxiety is due only to being lazy or unprepared. The stigma associated with TA was also observed to deter students from seeking help, as it was perceived that seeking assistance would make students appear weak in the eyes of their colleagues (Gerwing et al, 2015). More importantly, 20.5% of the students surveyed would not seek help for TA as they felt that educators would be unable or unwilling to assist (Gerwing et al, 2015).…”

Section: Cover Page Footnotesupporting

confidence: 68%

“…The stigma associated with TA was also observed to deter students from seeking help, as it was perceived that seeking assistance would make students appear weak in the eyes of their colleagues (Gerwing et al, 2015). More importantly, 20.5% of the students surveyed would not seek help for TA as they felt that educators would be unable or unwilling to assist (Gerwing et al, 2015). Clearly, the stereotype threat regarding TA, and student perceptions of TA influence the probability of a student seeking help.…”

Section: Cover Page Footnotementioning

confidence: 99%

“…Test anxiety is a prevalent concern on university campuses with as many as 15-40% of post-secondary students experiencing TA during their academic career (Gerwing, Rash, Allen Gerwing, Bramble, & Landine, 2015;Hill, 1984;Szafranski, Barrera, & Norton, 2012;Vitasari, Wahab, Othman, Herawan, & Sinnadurai, 2010;von der Embse, Barterian, & Segool, 2013). As a result, TA may be negatively affecting the academic performance of a substantial proportion of post-secondary students, specifically in the areas of GPA and test performance (Cassady & Johnson, 2002;Chapell et al, 2005;Hembree, 1988;Szafranski et al, 2012).…”

Section: Cover Page Footnotementioning

confidence: 99%

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Post-Secondary Educators’ Perceptions of Students’ Test Anxiety

et al. 2016

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Student test anxiety (TA) is a far-reaching concern in many post-secondary institutions as it can have a negative impact on student performance and retention. Educator perceptions of TA may influence the incidence of TA as well as treatment success. As such, we surveyed educators at a medium-sized Canadian university about their perceptions and experiences with TA. In total, 90% of surveyed educators (n=50) were willing to accommodate students with TA, and 69% of educators were aware of TA support services on campus, whereas only 40% could identify symptoms of TA. Two principal components were extracted from survey responses: the importance of TA on campus, and the importance of institutional commitment to managing TA. Perceived importance of TA varied by educator age and sex, with female and older educators perceiving TA as a more serious condition than male and younger educators. Educators that were aware of TA services had a more positive view of institutional commitment to TA. In addition, 42% of educators felt limited in their ability to assist students with TA, and only 40% believed their classes were structured in such a way as to minimize or address TA. Providing information to educators about the symptoms and treatability of TA, as well as available support services is recommended. L’anxiété des étudiants face aux examens est une préoccupation qui a des implications importantes dans de nombreux établissements d’enseignement post-secondaire car elle peut avoir des effets négatifs sur les résultats des étudiants et sur leur rétention. Les perceptions des éducateurs concernant l’anxiété face aux examens risquent d’influencer l’incidence de l’anxiété ainsi que la réussite du traitement. C’est pourquoi nous avons fait un sondage auprès d’éducateurs dans une université canadienne de taille moyenne à propos de leurs perceptions et de leurs expériences concernant l’anxiété face aux examens. Au total, 90 % des éducateurs qui ont participé au sondage (n=50) étaient disposés à répondre aux besoins des étudiants souffrant d’anxiété et 69 % des éducateurs connaissaient l’existence des services de soutien disponibles sur le campus, alors que 40 % d’entre eux pouvaient identifier les symptômes de l’anxiété. Deux composantes principales ont découlé des réponses au sondage : l’importance de l’anxiété face aux examens sur le campus et l’importance de la volonté de l’établissement à gérer cette anxiété. L’importance perçue de l’anxiété variait d’un éducateur à l’autre selon l’âge et le sexe : les femmes et les enseignants plus âgés percevaient l’anxiété comme une condition plus grave par rapport aux hommes et aux enseignants plus jeunes. Les éducateurs qui connaissaient l’existence des services de soutien avaient une perception plus positive de la volonté de l’établissement à gérer l’anxiété. De plus, 42 % des éducateurs se sentaient limités dans leur aptitude à aider les étudiants qui souffraient d’anxiété et seulement 40 % d’entre eux pensaient que leurs cours étaient structurés de manière à minimiser l’anxiété ou à y remédier. Il est recommandé de fournir aux éducateurs l’information pertinente sur les symptômes et le traitement de l’anxiété ainsi que sur les services de soutien disponibles.

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Section: Cover Page Footnotesupporting

confidence: 68%

Section: Cover Page Footnotesupporting

confidence: 68%

Section: Cover Page Footnotementioning

confidence: 99%

Section: Cover Page Footnotementioning

confidence: 99%

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Post-Secondary Educators’ Perceptions of Students’ Test Anxiety

et al. 2016

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“…It has been reported that the speaking skill is the most challenging section of the language exams (Sayin, 2015). Previous research has demonstrated that it produces test anxiety (Çağatay, 2015;Gerwing, Rash, Allen Gerwing, Bramble, & Landine, 2015;Tóth, 2012;Tuan & Mai, 2015). As reported by Sayin (2015), test anxiety occurs when cognitive and emotional processes interfere with "competent performance in academic and assessment situations" (p. 113).…”

Section: Literature Reviewmentioning

confidence: 99%

Anxiety in Language Testing: The APTIS Case

Robles¹

2017

Profile: Issues Teach. Prof. Dev.

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The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exams. This paper describes a study regarding the fairly new aptis Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.Key words: Anxiety, computers, foreign language, testing.El requisito de tener un diploma que certifique el nivel de competencia en una lengua extranjera está aumentando en entornos académicos y laborables. La evaluación por ordenadores se ha convertido en una tendencia que facilita la recolección y procesamiento de las respuestas. Cada año, un considerable grupo de estudiantes toma los exámenes online para evaluarse en un idioma. Sin embargo, muchos de ellos pueden no sentirse cómodos con este formato de evaluación. Este artículo describe un estudio con el relativamente nuevo aptis Test del Consejo Británico. 31 estudiantes realizaron la prueba y respondieron un cuestionario online con preguntas abiertas sobre los sentimientos que tuvieron mientras se examinaban. Los resultados indican que la versión online provoca un considerable nivel de ansiedad.

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The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

Thomas

Cassady

2019

Psychology in the Schools

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Cognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations—including test‐anxious responses—follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual‐level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale‐Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test‐anxious students.

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Perceptions and Incidence of Test Anxiety

Cited by 66 publications

References 25 publications

Post-Secondary Educators’ Perceptions of Students’ Test Anxiety

Post-Secondary Educators’ Perceptions of Students’ Test Anxiety

Anxiety in Language Testing: The APTIS Case

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

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