Resilient children are less test anxious and perform better in tests at the end of primary schooling

Putwain, David W.; Nicholson, Laura; Connors, Liz; Woods, Kevin

doi:10.1016/j.lindif.2013.09.010

Cited by 50 publications

(26 citation statements)

References 48 publications

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“…As for the factor invariance, we expected our questionnaire to assess TA similarly across educational levels (i.e., primary and middle school) and gender. As regards convergent validity, we assumed that TA would correlate positively with general anxiety (Hembree, 1988; see also Carey et al, 2017), and negatively with academic self-concept and resilience (Arens et al, 2017;Hembree, 1988;Putwain et al, 2013;Raufelder & Ringeisen, 2016). Finally, we expected the test-retest reliability to be good because that TA seems to be relatively stable over periods of one or two months (Lowe et al, 2011).…”

Section: The Present Studymentioning

confidence: 99%

Measuring Test Anxiety in Primary and Middle School Children

Donolato

Marci

Altoè

et al. 2020

European Journal of Psychological Assessment

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Abstract. The increasing use of tests to assess academic competences has been associated with higher levels of test anxiety (TA) in children, underlining the importance of identifying this emotional problem and sustain academic achievement. This study aimed to contribute to the extant literature on the assessment of TA by examining the psychometric properties of the Test Anxiety Questionnaire for Children (TAQ-C), in primary and middle school children. In Study 1 ( N = 123), we selected 24 items from a wider initial pool, dividing them into scales measuring Thoughts, Autonomic Reactions, Off-Task Behaviors, and Social Derogation, to develop the TAQ-C. In Study 2 ( N = 899), the psychometric properties of this set of scales were assessed in students attending primary and middle school. Analyses supported the bifactor latent structure of the TAQ-C, invariance across educational levels and gender, concurrent and convergent validity, and test–retest reliability. Overall, the TAQ-C is a promising tool for assessing TA in primary and middle school students. Implications and directions for future research are discussed.

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Section: The Present Studymentioning

confidence: 99%

Measuring Test Anxiety in Primary and Middle School Children

Donolato

Marci

Altoè

et al. 2020

European Journal of Psychological Assessment

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“…According to Martin and Marsh (2006), resilient pupils can perform better under pressure, in anxiety-inducing testing situations, by maintaining a strong belief in their ability (which supports their effort and persistence), or by controlling worries likely to interfere with their performance. Putwain, Nicholson, Connors, and Woods (2013) examined whether TA mediated the relations between resilience and performance in a high-stake tests, after controlling for prior abilities in students attending grade 6. They found a significant indirect relationship between resilience and test performance, that was mediated by TA.…”

Section: Anxiety Profiles and Protective Factorsmentioning

confidence: 99%

Anxiety profiles and protective factors: A latent profile analysis in children

Mammarella

Donolato

Caviola

et al. 2018

Personality and Individual Differences

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“…Other studies investigated the association between students' resilience and motivated behavior and proficiency level (Kim & Kim, 2016;Martin, 2008), psychological, social, and educational experiences (Gonzalez & Padilla, 1997), and involvement in school activities, academic performance, and family conflicts (Alva, 1991). Besides, a number of studies attempted to explore the relationship between resilience and academic achievement (Abolmaali & Mahmudi, 2013;Fallon, 2010;Kwek et al, 2013;Putwain et al, 2013;Reis, Colbert & Hebert, 2005;Scales et al, 2006;Speight, 2009;Waxman & Huang, 1997), success in homework and tests (Gordon, 1996;Somchit & Sriyaporn, 2004), and student engagement, self-efficacy, and self-esteem (Borman & Overman, 2004). Storytelling in L2 (Nguyen et al, 2015), life satisfaction (Seligman, 2002), communication competence (Duran, 1983;Wiemann, 1977), risk factors including, low expectations of teachers, stress, lack of English language ability, inattentiveness, and inability to form new relationships (Abrams-Terry, 2014) were also analyzed with regard to resilience.…”

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academicassociated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how English as a foreign language (EFL) learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self-improvement goals. It was then translated to Persian and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated to Persian and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

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Resilient children are less test anxious and perform better in tests at the end of primary schooling

Cited by 50 publications

References 48 publications

Measuring Test Anxiety in Primary and Middle School Children

Measuring Test Anxiety in Primary and Middle School Children

Anxiety profiles and protective factors: A latent profile analysis in children

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

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