Test anxiety in Indian children: A cross-cultural perspective

Abstract

The present investigation examined test anxiety in Indian children from a cross-cultural perspective. Test anxiety has been studied extensively in western countries but much less so in eastern countries. Furthermore, the cross-cultural research conducted in eastern countries possesses significant limitations and continues to possess a western bias. The present research attempted to advance cross-cultural research on test anxiety by adopting Berry's imposed etic-emic-derived etic methodology. Participants included 231 schoolchildren. Qualitative data were collected to examine culture-specific variables (emic considerations) using structured focus groups and open-ended questions. Next, quantitative data were collected using translated and adapted versions of Spielberger's Test Anxiety Inventory and the FRIEDBEN Test Anxiety Scale. Qualitative data indicated culture-specific elements of test anxiety in Indian youth, including the high stakes associated with exam performance and future schooling as well as the role of somatization and social derogation in the phenomenological experience of test anxiety. Although quantitative findings failed to confirm the importance of high-stakes environments on test anxiety, the importance of somatization and social derogation was substantiated. Ongoing desensitization to test anxiety and enhanced coping responses were proposed as possible explanations for the obtained relations.

Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis

“…It is possible that future norming studies will identify gender-based norms, age-based norms, or cultural standards. For example, empirical investigations have demonstrated that students from Islamic and Eastern cultures often report significantly higher levels of test anxiety than their Western counterparts (Bodas, Ollendick, & Sovani, 2008; Sharma & Sud, 1990). Previous examinations have noted socialization practices, parental expectations, and the sociocultural framework of the educational settings may contribute to the disparate pattern of test anxiety observed during cross-cultural examinations (Bodas & Ollendick, 2005; Bodas et al, 2008; Furlan et al, 2009).…”

Test Anxiety: Gender Differences in Elementary School Students

“…Numerous studies using samples from different countries provide evidence that females tend to report higher levels of overall test anxiety than do males (Lowe and Lee 2008;Putwain, 2007;Segool, Carlson, Goforth, von der Embse, and Barterian, 2010). This effect is frequently attributed to socialization practices that encourage females to display their emotions/feelings more openly whereas pushing males to exhibit defensiveness about admitting their emotions/feelings (Bodas et al, 2008); and also to parental expectations that force females to achieve better and thus trigger females' sensitivity about getting social approval from adults than do males (Wigfield and Eccles, 1989).…”

Examination of Latent Test Anxiety Profiles in a Sample of U.S. Adolescents

“…Testing is a common occurrence in schools in the United States and abroad (Bodas & Ollendick, 2005;Bodas, Ollendick, & Sovani, 2008;Lowe et al, 2008). Students' test scores are used to evaluate the quality of schools, to assist in educational decision making, and to determine whether students are meeting educational expectations (Every Student Succeeds Act, 2015;Jacob, Decker, & Timmerman Lugg, 2016).…”