The Effort Attribution, Test Anxiety and Achievement in Sciences: The Moderating Effect of Parental Behaviour

Gherasim, Loredana Ruxandra; Butnaru, Simona

doi:10.18848/1447-9494/cgp/v18i10/47671

Cited by 10 publications

(10 citation statements)

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“…In discussing parental attitudes, the literature suggests that parental control has a positive association with test anxiety, whereas parental acceptance has a negative one (Assor et al, 2005;Bodovski, & Youn, 2010;Gherasim, & Butnaru, 2012). Therefore, the results of the present study were in line with previous findings and supported the presented hypothesis based on perceived control by fathers (paternal control).…”

Section: Discussionsupporting

confidence: 92%

“…In terms of con-trol, it has been stated that when the level of parental control is high, a child's test anxiety increases, and his or her academic success decreases (Assor, Kaplan, Kanat-Maymon, & Roth, 2005). Similarly, according to the study conducted by Gherasim and Butnaru (2012), if parental control is strong, then students have higher levels of stress and worry related to academic studies.…”

Section: Test Anxiety In Relation To Personality and Parental Attitudesmentioning

confidence: 99%

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Perceived Paternal Attitudes Predict Test Anxiety Beyond the Effect of Neuroticism: A Study in the Context of University Entrance Examination in Turkey

Akyunus¹,

Canbolat²,

Altınoğlu-Dikmeer³

et al. 2020

Psych. Rus.

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Background. In Turkey, university education is highly valued, and is considered a key to success and happiness in life. The gatekeeper for a university education is a central entrance exam. The entire process is lengthy, hard, and anxiety-provoking. Objective. Our study aimed to investigate the factors associated with test anxiety related to the university entrance exam. The effects of the perceived attitudes of the student's mother and father on his or her test anxiety are examined separately, and beyond the effect of other risk factors. Design. The participants were 102 high school students and recent graduates between the ages of 14 and 19. Data was collected just before a test anxiety workshop, which was designed as part of an open day activity in a private, non-profit university. The workshop featured an interactive presentation about general anxiety, test anxiety, and coping strategies, which was followed by a progressive relaxation exercise. Results. It was found that having a lower GPA score, being female, and having an increased level of neuroticism, as well as an increased level of perceived paternal acceptance and paternal control, were associated with higher levels of test anxiety. Conclusion. The university entrance exam preparation period in Turkey is quite stressful for the students and creates an economic strain for their families. Considering that fathers are usually the financial authority figure within the households, paternal attitudes might predominantly affect the test anxiety level experienced by the student. In addition to paternal control, paternal acceptance might also be a source of stress since it, like control, includes "expectations" for the student's success.

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Section: Discussionsupporting

confidence: 92%

Section: Test Anxiety In Relation To Personality and Parental Attitudesmentioning

confidence: 99%

Perceived Paternal Attitudes Predict Test Anxiety Beyond the Effect of Neuroticism: A Study in the Context of University Entrance Examination in Turkey

Akyunus¹,

Canbolat²,

Altınoğlu-Dikmeer³

et al. 2020

Psych. Rus.

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show abstract

“…Research has found that adolescents with high parental support – characterized by high attachment, supportive communication, and/or encouragement of personal growth – reported better performance and lower general anxiety as well as lower test anxiety (Chapell & Overton, 1998; Papini & Roggman, 1992; Peleg‐Popko & Klingman, 2002; Wolfradt, Hempel, & Miles, 2003) than adolescents with less parental support. In contrast, high parental pressure correlated positively with general anxiety and test anxiety (Besharat, 2003; Wolfradt et al., 2003), especially with the cognitive facets of worry, interference, and/or lack of confidence (Gherasim & Butnaru, 2012; Putwain et al., 2010). One study also identified a positive association between pressure and emotionality (Putwain et al., 2010).…”

Section: Introductionmentioning

confidence: 99%

The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents

Ringeisen

Raufelder

2015

Journal of Adolescence

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This study examined gender‐specific relationships between adolescents' perceptions of school‐related support/pressure from their parents and test anxiety. A sample of German students (N = 845; Mage = 15.32; SD = .49) completed questionnaires that measured their perceived parental support/pressure (for mother and father separately) as well as the four main components of test anxiety (worry, interference, lack of confidence, and emotionality). Gender‐specific relations were identified using multigroup structural equation modeling: For girls, perceived maternal pressure was positively associated with emotionality and interference; for boys, perceived father pressure and father support were positively associated with interference and worry, respectively. For both genders, perceived mother pressure and support were related to lack of confidence. Our findings suggest that adolescents' perceptions of maternal attitudes are associated with students' self‐confidence irrespective of the child's gender, whereas the remaining facets of test anxiety follow same‐sex trajectories between perceived parental attitudes and adolescents' test anxiety.

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“…Perceiving academic support is positively related to students' mental health. In contrast, perceived pressure is related to a lack of confidence and greater experience of stress, anxiety, and depressive symptoms (e.g., Deb et al, 2015;Gherasim & Butnaru, 2012;Kulakow et al, 2021;Tennant et al, 2015). This also holds true for high-achieving students.…”

Section: Factors Influencing the Development Of Students' Subjective ...mentioning

confidence: 99%

Beneficial and negative factors for the development of students’ well-being in educational context

Stang-Rabrig

Schwerter

Witmer³

et al. 2022

Curr Psychol

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Students’ school-related well-being (SWB) is of vital importance. Nevertheless, it is unclear how SWB develops in late adolescence, especially among students in high-achieving environments and which factors are associated with it. Based on a longitudinal dataset (T1: Grade 11, T2: Grade 12), we analyzed how SWB (school satisfaction, academic self-concept, stress experience, exam anxiety, peer satisfaction) develops and whether psychological needs (autonomy, competence, relatedness) and achievement pressure from teachers and parents were related to the development. 1,286 students from high-achieving high schools (46.7% female, MageT1 = 16.40) answered sociodemographic questions and questions about key variables. From T1 to T2, particularly students’ stress experience and peer satisfaction declined. Need fulfilment and perceived achievement pressure was related to changes. Implications for research and practice are discussed.

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The Effort Attribution, Test Anxiety and Achievement in Sciences: The Moderating Effect of Parental Behaviour

Cited by 10 publications

References 0 publications

Perceived Paternal Attitudes Predict Test Anxiety Beyond the Effect of Neuroticism: A Study in the Context of University Entrance Examination in Turkey

Perceived Paternal Attitudes Predict Test Anxiety Beyond the Effect of Neuroticism: A Study in the Context of University Entrance Examination in Turkey

The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents

Beneficial and negative factors for the development of students’ well-being in educational context

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