The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations

Raufelder, Diana; Hoferichter, Frances; Ringeisen, Tobias; Regner, Nicola; Jacke, Christina

doi:10.1007/s10826-015-0182-y

Cited by 45 publications

(55 citation statements)

References 61 publications

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“…The indirect effect of basic psychological needs on test anxiety, and direct effect of academic engagement on test anxiety were not significant. Of course, the results are not in align with Raufelder et al (2015) findings, that is on the relationship between controlling test anxiety and academic engagement with the supportive role of parents on adolescents as a mediator factor. In general, fitted model shows that exogenous variable of basic psychological needs effect directly on academic engagement and test anxiety.…”

Section: Resultscontrasting

confidence: 72%

“…The findings are in along with Chirkou and Rayan (Chirkou & Rayan, 2001; as cited in Siyadat, 1390) that teachers and parents supports may result in having motivated Russian and American high school students with sense of self-determination. Also, Raufelder et al (2015) believe that parents supportive and assertive role plays meaningful relationship between test anxiety and academic engagement. Also, research shows that basic psychological needs effect positively and significantly on academic engagement.…”

Section: Resultsmentioning

confidence: 98%

“…Moreover, Raufelder et al (2015) findings show the relationship between controlling test anxiety and academic engagement, and parents' supports as mediators. Also in spite of doing numerous research on test anxiety in adolescent, a few study has been done on test anxiety and academic engagement (Raufelder et al, 2015).…”

Section: Introductionmentioning

confidence: 82%

“…Also in spite of doing numerous research on test anxiety in adolescent, a few study has been done on test anxiety and academic engagement (Raufelder et al, 2015). Researchers attempt to find a relationship between test anxiety and academic engagement, and social context.…”

Section: Introductionmentioning

confidence: 99%

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Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

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Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

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Section: Resultscontrasting

confidence: 72%

Section: Resultsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

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“…The statistics reveal that many students are under pressure to get good grades at school and parents are deeply involved in this process. As higher pressure by parents results in a higher level of children's test anxiety [9,10], it is probable that children of parents with higher education fever might suffer more from English anxiety when taking English tests. In contrast, a study found that the expectations and pressures of Korean parents had a positive influence on children and led to positive predictions of academic achievement [7].…”

Section: Introductionmentioning

confidence: 99%

What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

Choi¹,

Boram²,

Jung³

et al. 2019

Education Sciences

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This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents’ English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety.

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Study Demands-Resources Model of Student Engagement and Burnout

Salmela‐Aro

Tang

Upadyaya

2022

Handbook of Research on Student Engagement

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The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations

Cited by 45 publications

References 61 publications

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

Study Demands-Resources Model of Student Engagement and Burnout

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