Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective

Sung, Yao–Ting; Chao, Tzu Yang; Tseng, Fen Lan

doi:10.1016/j.cedpsych.2016.07.001

Cited by 50 publications

(33 citation statements)

References 62 publications

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“…Most of text-anxiety research found negative relationship between testanxiety and achievement. However, few studies found positive relationship between test-anxiety and achievement (Sung et al, 2016;Hardy & Hutchinson, 2007…”

Section: Discussionmentioning

confidence: 99%

“…A meta-analysis study found negative relationship between test-anxiety and achievement (Bak & Im, 2010), whereas Sung et al (2016) examined the relationship between test-anxiety and achievement and found positive correlation between them.…”

Section: Individual Variables Which Impact On Learning Outcomesmentioning

confidence: 99%

“…Self-regulated learning has been suggested as one of the predictive factors to learning satisfaction and learning achievement (Joo, Chung, Seol, & Yi, 2012). Test-anxiety was studied as one of the critical factors that impact learning achievement, but the results were not consistent (Bak & Im, 2010;Sung, Chao, & Tseng, 2016). Also, studies that explore relationships among test-anxiety and other factors in the online learning environment are very limited.…”

Section: Introductionmentioning

confidence: 99%

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Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

Kang

2019

IRRODL

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The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

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Section: Discussionmentioning

confidence: 99%

Section: Individual Variables Which Impact On Learning Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

Kang

2019

IRRODL

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“…Other studies have also pointed to these stressors. [ 8 19 20 ] Inability in doing homework is introduced as one of the causes of depression in some participants. [ 11 21 ]…”

Section: Discussionmentioning

confidence: 99%

Academic stress from the viewpoint of Iranian adolescents: A qualitative study

Hosseinkhani

Hassanabadi

Parsaeian

2019

J Edu Health Promot

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“…The level of test anxiety can depend on students' age and gender, also on situational factors (e.g., test mode, course of study, teaching style). Studies focusing on the influence of gender on the level and effect of test anxiety do not yield consistent results, as some indicate that female students tend to experience higher test anxiety levels than male students (Lowe, 2019;Nunez-Pena et al, 2016;Sung et al, 2016), while others suggest otherwise (Safeer & Shah, 2019). Nunez-Pena et al (2016), however, reported that, even though female university students reported a higher degree of test anxiety, their academic achievement was on par with that of their male peers.…”

Section: Literature Reviewmentioning

confidence: 99%

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

et al. 2021

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<p style="text-align: justify;">This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.</p>

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Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective

Cited by 50 publications

References 62 publications

Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

Academic stress from the viewpoint of Iranian adolescents: A qualitative study

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

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