The investigation of the correlation between lower-secondary school students' science attitude, science burnout, test motivation, and test anxiety

Background and aim: In today’s era of academic competition test anxiety among students is increasing. Anxiety may result in difficulty in concentration and information processing and hampers students’ performance. The current study aimed to determine test anxiety among Ilam UMS’ students.Method and materials: A descriptive correlational design was used. The sample of the study consisted of one hundred and seventy undergraduate students which were included in the study by stratified random sampling. Data were collected by using Sarason’s Test Anxiety Scale (TAS). Data were collected three weeks prior to examination date and were analyzed using descriptive methods by SPSS software.Findings: Our findings showed that 34.1%, 51.8%, and 14.1% of students experienced mild, moderate, and severe test anxiety levels, respectively. Further, a significant relationship was found between test anxiety score with only residency status at 0.05 level. In other words, nursing, local, and married students showed more test anxiety. However, no relationship was seen between test anxiety with age and gender.Conclusion: since anxiety has negative effects on educational performance, implementing anxiety preventive programs including psychological consulting services, identifying & improving potential causes are suggested. Much more attention should be paid to high risk students, local, and especially married and nursing students.Key words: Test Anxiety Prevalence, Students, Ilam REFERENCES Abulghasemi, A (2008), [Test anxiety, causes, assessment & treatment. Psychological Research],5(3-4),82-97. (Persian) Aghaie, E, Abedi, A & Jamali Paghale, S (2012), [Meta-analysis of the effectiveness of cognitive-behavior interventions in the reduction of test anxiety in Iran. Iranian Journal of Psychiatry & Clinical Psychology] 18(1), 3-12. (Persian) Biabangard, E (2008), Methods of preventing academic failure, Tehran, Parents and Teachers Association . (Persian) Boor, M (1980), Test anxiety and classroom examination performance: a reply to Daniels and Hewitt (1978). Journal of Clinical Psychology , 36(1), 177-9. Cheraghian, B, Fereiduni Moghadam, M, Barazpardanjani, Sh, Bavarsad, N (2008), A review of test anxiety and its relationship with academic performance in nursing students. Knowledge& Health Magazine . 3(3-4), 25-9. (Persian) Clark, JW, Fox, PA & Schneider, HG (1998), Feedback, test anxiety and performance in a college course. Psychological Reports , 82(1),203-8. Eizadifard, R, Sepasi Ashtiani, M (2010), Effectiveness of cognitive-behavioral therapy with problem solving skills training on reduction of test anxiety symptoms. Journal of Behavioral Sciences ,4(1),23-7. (Persian) Hancock, DR (2001), Effects of test anxiety and evaluative threat on students’ achievement and motivation, Journal of Educational Research , 94(5), 284-90. 1392 زییاپ ،82 هرامش ،23 هرود / 6 ناراکمه و یباراد میرم Hatami, Z & Ardalan, M (2010), Assessment of the level of test anxiety in the students of the Kurdistan University of Medical Sciences & its related factors. Scientific Journal of Kurdistan University of Medical Sciences ,14(4),99-105. (Persian) Heravi, M, Jadid Milani, M, Regea, N, Valaie, N(2004), The effect of relaxation training on exam driven anxiety level among nursing students. Journal Mazandaran Univ Med Sci ,14(43),86-92. (Persian) Jomee Pour, A, (2006), Freedom from anxiety, Mashhad, Faragozinesh . (Persian) Khadivzadeh, T, Seif, AA & Valaei, N (2002), Learning and study strategy and success rate in university students, Mashhad University of Medical Sciences, 1999. Pejouhandeh ,7(1),35-42. (Persian) Khosravi, M & Bigdely, IA, (2008), The relationship between personality factors and test anxiety among university students. Journal of Behavioral Sciences ,2(1),13-24. (Persian) Lashkaripour, K, Bakhshani, NM & Solaimani, MJ, (2006), The relationship between test anxiety and academic achievement in students of guidance schools in Zahedan in 2006. Zahedan Journal of Research in Medical Sciences (Tabib-E-Shargh),8(4),253-9. (Persian) Moaadeli, Z, Ghazanfari Hesamabadi, M, 2004, ‘Evaluation of test anxiety in students of nursing and midwifery school of Hazrat Fatima (SA) Spring 2004’. Strides in development of medical education ,1(2),65-72. (Persian) Mousavi, M, Haghshenas, H, Alishahi, M, Najmi, B,l (2008), Anxiety test and some correlated socio-demographic factors in high school students in Shiraz. Journal of Research in Behavioral Sciences , 6(1),17-25. (Persian)

Many medical students experience test anxiety, which may impair their performance in examinations. We examined the relationship between test anxiety and United States Medical Licensing Examination (USMLE) step-1 scores and determined the effect of a test-taking course on anxiety and USMLE scores. We randomly chose second-year students to take a test-taking strategies course (cases) from among volunteers. The remainder of the class served as controls. We measured test anxiety with the Westside Test Anxiety Scale (with possible scores of 1-5). The cases completed the Westside Test Anxiety scale at baseline, after completing the course (4 weeks) and again after taking the USLME step 1 (10 weeks). The controls completed the instrument at baseline and after taking the USMLE step 1 (10 weeks). Ninety-three of 101 (92%) students participated in the study. The baseline test anxiety score for all students was 2.48 (SD 0.63). Test anxiety was inversely correlated with USMLE step 1 (β = -0.24, p = 0.01), adjusting for Medical College Admission Test (MCAT) scores. The test anxiety score of the participants decreased from 2.79 to 2.61 after the course (p = 0.09), and decreased further to 2.53 after the USMLE (p = 0.02), whereas the scores of the controls increased. The mean USMLE step-1 score was 234 for the cases and 243 for the controls (p = 0.03). Many medical students experience test anxiety, which may impair their performance in examinations Test anxiety is modestly inversely correlated with USMLE step-1 scores. A test-taking strategy course modestly reduced anxiety, but did not improve USMLE scores. More robust interventions that achieve greater reductions in text anxiety may improve test scores.

The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.

One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.

Background:Test anxiety often leads to poor academic performance. This study aimed to determine the effect of computer-based tests on nursing students’ test anxiety.Methods:This quasi-experimental study was conducted in 2016 on 39 nursing student with anxiety score under 128 on Spielberger’s State-Trait Inventory (STAI). They were randomly allocated to computer-based tests (CBT) and paper-based test (PBT) group. Prior to exam, all students completed Sarason’s Test Anxiety Scale (TAS). We administered CBT for students in experimental group. Data were analyzed using independent t-test and one-way ANOVA.Results:Students mean test anxiety score was 11.94 and 11.32 in CBT and PBT groups, respectively. 47.4% of students in CBT group and 29.4% of those in PBT group experienced higher test anxiety, while the difference was not significant (p=0.56).Conclusions:Despite, there was no significant difference between anxiety score of two groups; but students’ test anxiety score was higher in CBT group. With the current increase in computer-based assessment, educational administrators must be aware of and plan for the possible unfavorable effects of computer assisted testing, such an anxiety. Future studies are needed to evaluate and compare the effect of different type of student testing such as distance testing or CBTs using new information technologies such as laptop, tablet or mobile phone on students’ test anxiety and performance.

Background and Objectives: As the largest and most comprehensive exam in the Iranian educational system, the university entrance exam creates a competitive atmosphere among students. This atmosphere can be the source of one of the greatest anxieties that students experience during their studies. In the meantime, variables such as cognitive thinking styles and perfectionism concerning university entrance exam anxiety in students can be examined. So, this study is conducted to predict anxiety based on perfectionism and cognitive thinking styles in university entrance exam candidates in Kashan. Methods: This is a descriptive - correlational study. The statistical population includes all university entrance exam candidates in the academic year 2018-2019 in Aran va Bidgol. The sample size is 120 university entrance exam candidates in Aran va Bidgol who are selected from high school students by convenient sampling. The study tools include the Frost Multidimensional Perfectionism Scale (FMPS), the Grasha-Reichmann Learning Style Scales (GRLSS), and the Sarason Test Anxiety Scale (TAS). Results: The results indicate that there is a significant negative correlation between total perfectionism and test anxiety (r = 0.46), between worry about mistake and test anxiety (r = 0.54), between doubts about actions and test anxiety (r = 0.44), and between parents' expectations and test anxiety (r = 0.20). Besides, there is no significant correlation between the total score of learning styles and test anxiety (r = 0.74), between independent learning and test anxiety (r = 0.59), and between competitive learning and test anxiety (r = 0.52). Conclusion: According to the results, perfectionism on the subscales of worry about mistakes, doubts about actions, and parents' expectations predict test anxiety. The more perfectionist the person, the more test anxiety he/she experience. Moreover, learning styles on the subscales of competitive learning and independent learning does not predict test anxiety, indicating that learning styles do not affect test anxiety levels.

BackgroundStudies report a growing tendency for students to experience state anxiety in schools. However, the combination of individual susceptibilities likely to trigger students’ anxious states remains unclear.AimsThis study examined whether distinct profiles of students emerge regarding their susceptibility to anxiety sensitivity and/or test anxiety and evaluated whether students’ profile predicted anxious states. We also verified whether susceptibility profiles varied across gender, school level, and school type.Sample and methodsIn total, 1,404 Canadian students in Grades 5 and 10 (589 boys; Mage = 15.2, SD = 2.1) from 13 public and private schools completed self-reported measures of state/trait anxiety, anxiety sensitivity, and test anxiety.ResultsLatent profile analyses identified four susceptibility profiles: (1) Double-susceptibility: highest anxiety sensitivity and test anxiety scores; (2) Unique-susceptibility to test anxiety: high test anxiety score and low anxiety sensitivity score; (3) Unique-susceptibility to anxiety sensitivity: high anxiety sensitivity score and low test anxiety score; and (4) No-susceptibility: lowest anxiety sensitivity and test anxiety scores. The profiles comprised 12, 9, 6, and 73% of the sample, respectively, and their membership varied across gender and school type, but not across school levels. A linear mixed-effect model showed that state anxiety varied significantly between profiles, where the Double-susceptibility profile predicted the highest state anxiety scores, followed by the two Unique-susceptibility profiles (indifferently), and the No-susceptibility profile.ConclusionBeyond their theoretical contribution to the state–trait anxiety literature, these findings suggest that selective interventions designed more specifically for students with the Double-susceptibility profile may be worthwhile. Results also highlight the high proportion of students with the No-susceptibility profile and shed light on the reassuring portrait regarding students’ anxiety.

Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students’ test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students’ test anxiety and improving their science achievement. Key words: context-based questions, conventional questions, science achievement, secondary school students, test anxiety.

This study was designed to find out the effect of frequent Testing on students’ test anxiety scores in research method course at university level. The study was expected to predict the worry and emotional factor scores of test anxiety on frequent testing. A quasi-experimental pre-test post-test control group design was used in this study. Two intact groups were selected from department of science education, University of the Punjab, Lahore. The researcher has adopted the test anxiety Inventory by Spielberger (1980) to find out the students’ test anxiety. The reliability was analyzed through the pilot testing of the instrument. The interventional group was manipulated by frequent testing. The control group was assessed by conventional method. Both groups were compared on test anxiety scores. After analyzing the data, it was observed that both groups experience the same test anxiety in regard to worry and emotional factor. Frequent testing did not effect the test anxiety of students in research method course. Stakeholders and evaluators will benefit from the information gathered on how to lessen test anxiety in order to improve the teaching-learning process in classroom. To strengthen the teaching and learning process in classrooms, it is necessary to increase confidence in prospective teachers.

Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of cognitive behavioural therapy in treating test anxiety in Chemistry students. We adopted a randomized pretest-posttest trial experimental design. A total of 153 participants served as the study sample. Two instruments were used for data collection. The participants were administered the instruments at three different times. Treatment manual for test anxiety was employed to deliver the therapy. Data analysis was completed using analysis of covariance. The researchers found that FEAR-model of CBT had a significant effect on participants’ test anxiety scores as measured by Cognitive Test Anxiety scale, German Test Anxiety Inventory, and Beck Anxiety Inventory at posttest and follow-up stages. The researchers concluded that FEAR—Model of Cognitive Behavioural Therapy is efficacious in the reduction of test anxiety among undergraduate Chemistry students in public universities.

Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren. To collect some exploratory data regarding test anxiety scores in a sample of UK schoolchildren, along with socio-demographic variables identified in the existing literature as theoretically significant sources of individual and group differences in test anxiety scores. Key Stage 4 students (1348): 690 students in the Year 10 cohort and 658 students in the Year 11 cohort, drawn from seven secondary schools in the North of the UK. Data on test anxiety were collected using a self-report questionnaire, the Test Anxiety Inventory (Spielberger, 1980) and additional demographic variables through the Student Profile Questionnaire. The factor structure of the Test Anxiety Inventory was explored using principal components analysis and multiple regression analysis used to predict variance in self-reported test anxiety scores from individual and group variables. The principal components analysis extracted two factors, worry and emotionality, in line with theoretical predictions. Gender, ethnic and socio-economic background were identified as significant predictors of variance in test anxiety scores in this dataset. Whether English was an additional, or native, language of students did not predict variance in test anxiety scores and year group was identified as a predictor of emotionality scores only. Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context.

Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise students’ academic performance. The use of gamification in assessment has the potential to reduce test anxiety. Aims &Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments. Place and Duration of Study:The study was conducted at Shifa Tameer-e-Millat University and Bahria University Medical and Dental College from July to December 2022 Material &Methods: The present mixed-method study used Nist& Diehl Patrick-Henry-Community-College (PHCC) questionnaire to measure test anxiety in 251 medical students of Year 1&2 MBBS after formative MCQ assessments based on the Biochemistry course related to the structure and Metabolism of carbohydrates delivered during their respective modules using gamified and non-gamified online applications in the quantitative phase. Qualitative data was collected through interviews with students based on their test anxiety scores. Sciences (SPSS) version 26.0 was used to analyze the quantitative data, a p-value of ?0.05 was considered significant. Results: Mean anxiety scores of male students in all groups were significantly lower than female students. There was no significant difference in the test anxiety score of students taking assessments through gamified and non-gamified assessment tools. Conclusion: Female students reported significantly higher anxiety scores both in gamified and non-gamified formative assessments. There was no significant difference in the test anxiety scores of students taking assessments through gamified and non-gamified assessment tools. Qualitative analysis revealed a positive effect on the motivation of the learners using gamified assessment tools.

Introduction: Anxiety is a mental affair caused by anxiety or nervousness and is associated with the stimulation of the nervous system. One of the common types of anxiety is anxiety over the test, which is usually known as test anxiety. The test anxiety generally decreases performance and undermines students' academic achievement. Nursing students also face a high level of anxiety. Since nursing students have been affected by many stresses during the years of study at the Nursing Faculty and high volume of courses is one of the most important causes of anxiety, this study aimed to determine the test anxiety and its related factors in students of the Behbahan Faculty of Medical Sciences was done. Methods: This is a descriptive correlational study that was conducted on 174 students of Behbahan Faculty of Medical Sciences in 2018 who were randomly selected among male and female students of four years of study in different fields of study Nursing, operating room and occupational health was selected. The criteria for entry into this study were satisfaction for participation in the study and one to eight-semester students from the faculty of nursing, operating room, and occupational health Behbahan Faculty of Medical Sciences. Graduation criteria for the completion of the questionnaire were incomplete. The data collection tools were demographic information and a test anxiety questionnaire (Sarason). Data were analyzed by SPSS software version 20 and descriptive and analytical statistics. Results: The sample consisted of 174 nursing and midwifery students (71 males (40.81%) and 103 females (59.2%) with a mean age of 21.10 ± 1.50. The mean test anxiety score of students was 15.49 ± 6.41. 50 students (28.73%) had mild test anxiety, 84 students (48.27%) had average test anxiety and 40 students (22.98%) had severe test anxiety. There was a significant relationship between the mean test anxiety with the academic year, gender, marital status, place of residence, and educational level (P 0.05). There was no significant correlation between the test anxiety score and the age of the subjects, and the correlation coefficient was negative. Conclusion: Considering the anxiety of the test at different levels in all students, the destructive effects of this anxiety on the health and performance of students; Effective planning and psychological interventions are suggested.

This research was to understand how personality and perfectionism traits function together to affect test anxiety in college students. We compared personality, perfectionism, and test anxiety scores between male and female students and between Hispanic and non-Hispanic students. Our results showed significant differences in emotional stability, rigid perfectionism, self-critical perfectionism, and overall test anxiety. Regression and correlation analyses were used to assess the relationships between the Big Five Personality, the Big Three Perfectionism, and test anxiety. These factors collectively accounted for significant amounts of variance in test anxiety scores (33% - 65%). Comparison analyses were performed to determine whether there were prediction differences by sex and ethnicity. Female students’ test anxiety was significantly predicted by self-critical perfectionism, extraversion, and emotional stability, the same could not be said for male students. We share some limited findings regarding the male students in our sample but stop short of claiming that personality and perfectionism traits are not predictive of test anxiety in the population due to much smaller representation relative to female students. In our group of Hispanic students, self-critical perfectionism, rigid perfectionism, extraversion, and emotional stability all provided unique prediction of test anxiety. Non-Hispanic students’ test anxiety was predicted by self-critical perfectionism, extraversion, and emotional stability; however, narcissistic perfectionism emerged as a significant predictor only for this group. If universities are concerned with implementing effective initiatives for support of student learning and success, it is imperative that intentional consideration of the impact of non-cognitive skills and intersectional identities be considered.

Test anxiety has been identified as a threat in evaluative situations and academic performance by sighted students. Students with vision impairment are no exception to it. This study investigated the test anxiety scores of the students with vision impairment in South Australia. It also provided insights into the reasons for high test anxiety in the participants studied. This study was divided into two Stages-1 and 2. The Spielberger’s Test Anxiety questionnaire was administered on students with vision impairment in Stage 1. Interviews were conducted in Stage 2 with participants with vision impairment, their parents and teachers. The Stage 1 results revealed that the majority of the adult females with vision impairment and all adult males with vision impairment obtained high test anxiety scores. The majority of the adolescent females and males with vision impairment were noted to have test anxiety scores in the high to moderate range. A great number of participants with vision impairment scored higher in the emotionality in comparison to the worry subscale of test anxiety. The high test anxiety scores are congruent with the interview responses obtained from the three groups of respondents. A number of factors have been identified as the major determinants of test anxiety in students with vision impairment.Keywords: test anxiety, participants with vision impairment, worry, emotionality, South Australia