Test anxiety in elementary school and junior high school students in japan

Araki, Noriyuki

doi:10.1080/10615809208249522

Cited by 12 publications

(10 citation statements)

References 4 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: 73%

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: 73%

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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“…Sin embargo, la investigación llevada a cabo por Rosário et al (2008) sugiere que los estudiantes con notas más bajas presentan niveles más bajos de ansiedad. Las exploraciones llevadas a cabo por Araki, 1992;Polo, Hernández y Pozo, 1996;Enríquez-Vereau, 1998;Quintana, 1998;Viñas-Poch y Caparrós, 2000;Feldman, et al, 2008;Macías y Hernández-Pozo, 2008; Ávila-Toscano, Hoyos, González y Polo, 2011 muestran una relación significativa entre el rendimiento académico del alumnado y la ansiedad ante los exámenes.…”

Section: Discussionunclassified

Ansiedad ante los exámenes en alumnos de Educación Secundaria Obligatoria || Anxiety in students from junior high-school

Rodriguez

Dapía

Castedo

2014

R Est Inv Psico y Educ

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(1999), que se compone de 50 ítems que recogen la variedad de respuestas motoras, verbales, cognitivas o fisiológicas junto con la tipología de exámenes más frecuentes. Este cuestionario fue administrado a 325 estudiantes de ESO. Los resultados pusieron de manifiesto que el perfil de estudiante que posee mayores niveles de ansiedad ante los exámenes es una adolescente de 12 años, que estudia 1º ESO en un colegio privadoconcertado y aprueba todas las asignaturas. Se puede concluir en primer lugar que la ansiedad ante los exámenes afecta significativamente a los estudiantes de la muestra, y en segundo lugar, se han encontrado diferencias estadísticamente significativas en las variables edad, sexo, tipo de centro, curso y rendimiento académico.Palabras clave: ansiedad, exámenes, adolescentes. AbstractThis research paper has the purpose to identify the degree of test anxiety. To carry out the study has used the Assessment Questionnaire Anxiety Tests (CAEX), It developed by Valero (1999) and it consists of 50 items that reflect the variety of motor, verbal, cognitive or physiological responses with the typology of more frequent exams. This questionnaire was administered to 325 students from Junior High-School. The results showed that the profile of students who have higher levels of test anxiety is a adolescent of 12 years old, studying in 1st ESO-arranged a private school and approves all subjects. It can be concluded that the first test anxiety significantly affect students in the sample, and secondly found statistically significant differences in the variables age, sex, type of school, course and academic performance.

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“…Turner et al, 1993) examining the influence of family variables on trait anxiety in non-clinical child populations have focused on either very young children or young adults and neglected to consider pre-adolescent school-age children, who are more prone to anxiety, and particularly to test anxiety (Araki, 1992;Hobson, 1996). They have also tended to obtain family data from parents, disregarding the perceptions of the children themselves.…”

Section: The Effect Of Family Variablesmentioning

confidence: 99%