Abstract
The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter points that students’ test anxiety may decline as they move through school years. This study examined three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) with students from 3 public schools in İstanbul, Turkey. Using a diverse sample of elementary (Grade 4; N = 414) and middle (Grade 6; N = 201) school students, grade level differences in these components were investigated. Applying a multivariate approach, significant differences were found in the overall test anxiety, favoring fourth grade students. The results also revealed Grade 4 advantage for off-task behaviors and autonomic reactions, = .014 and = .011, but no grade level differences in the thoughts. Educational implications of the findings are discussed.
Highlights
The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings
This indicated that, for instance, fourth graders are more inattentive than sixth graders, and that they more frequently look around the classroom or feel more scared while taking a test
The aim of this study was to examine the hypothesis that there exists grade level disparity in students’ overall test anxiety, and their thoughts, off-task behaviors, and autonomic reactions
Summary
The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. This study examined three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) with students from 3 public schools in İstanbul, Turkey. Este estudio examinó tres componentes de la ansiedad ante los exámenes (pensamientos, comportamientos fuera de la tarea, y reacciones autonómicas) con los estudiantes de 3 escuelas públicas en Estanbul, Turquía. Palabras clave: ansiedad ante los exámenes, pensamientos, comportamientos fuera de la tarea, reacciones autonómicas, nivel de grado, diferencias individuales. Students taking national standardized test and classroom examinations are a common occurrence in Turkish schools. The prevalence and stakes of standardized testing for elementary, middle, and high school students have dramatically increased in other countries by requiring annual testing of nationwide academic achievement in the areas of mathematics, science, and/or reading (e.g., Bodas & Ollendick, 2005; Segool et al, 2013)
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