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FE Test Anxiety
FE Test Anxiety
Instruction: Based on the excerpts given, write the answers to the questions below.
Answer ALL questions in the spaces provided and answers should be related.
Title of the Study
IIUM Engineering students perception on the relationship between test anxiety and academic
performance
Literature Review (Excerpts)
Author
Year
Page
Author:
Mike Zeidner
Year:
1998
Page: 12
Author:
Matthew
Owens, Jim
Stevenson, Julie
A. Hadwin and
Roger Norgate
Year:
2014
Page: 35
Author: Laura
C. Selkirk,
Heather A.
Boucheyk and
Jacquelynne S.
Eccles
Year: 1999
Page: 7-8
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Excerpts/abstract
The three components of test anxiety are cognitive: the negative thoughts and
depreciating self-statements that occur during assessments (e.g. If I fail this
exam my whole life is a failure) and the performance-inhibiting difficulties
that may arise from anxiety (e.g. recalling facts and difficulty in reading and
understanding questions); affective: the persons appraisal of their
physiological state (such as tension, tight muscles and trembling); and
behavioural: poor study skills, avoidance and procrastination of work.
Cognitive interference theories (e.g. attentional control theory, processing
efficiency theory) suggest that high levels of trait anxiety predict adverse
effects on the performance of cognitive tasks, particularly those that make
high demands on cognitive resources. We tested an interaction hypothesis to
determine whether a combination of high anxiety and low working memory
capacity (WMC) would predict variance in demanding test scores. Ninety six
medical students participated in the study, which measured self-report levels
of trait anxiety, working memory, and cognitive test performance. As
hypothesized, we found that the anxiety-WMC interaction explained a
significant relationship in test performance. Trait anxiety positively related to
test performance in those with high WMC. The results of this study suggest
that WMC moderates the relationship between anxiety and cognitive test
performance.
Most recent conceptual formulations of test anxiety suggest two major
components: worry and emotionality. Worry refers to the cognitive aspects of
anxiety, including intrusive off-task thoughts of failure that high-anxiety
students typically have before and during an examination or testing session.
The emotionality component of test anxiety refers to the negative effect and
somatic symptoms that result from heightened arousal due to the testing
situation.
This research focuses on the interaction between students expectancies in
language classes as a predictor of test anxiety. A sample Communication
undergraduates from Chiangmai University is used in the current study.
Author :
Howard
Cassady and Joe
Johnson
Year: 2002
Page : 16-17
Author :
Yasmin Nilofer
Farooqi , Rabia
Ghani and
Charles D.
Spielberger
Overall, those students who highly value success in English yet expect to do
poorly in it reported the highest levels of test anxiety. On the other hand,
analysis revealed that who devalue English are more likely to maintain
moderate levels of test anxiety. Findings contribute novel information to the
literature on test anxiety in young adolescents.
Study has found that cognitive test anxiety exerts a significant stable and
negative impact on students academic performance. The current research
investigates test anxiety level and academic performance of medical students.
A sample of 150 medical students (75 males and 75 females) was drawn from
the Services Institute of Medical Sciences (SIMS) within the age range of 1724 years. Purposive sampling technique was used. Test Anxiety Inventory
(TAI) by Professor Emeritus Dr. Charles D. Spielberger (1997) was
individually administered to the participants. Overall, the results indicated that
75% of the respondents experienced test anxiety. However, female medical
students reported to have higher level of test anxiety compared to the male
medical students. Moreover, the results suggested that the male medical
students achieved statistically significant higher GPAS as compared to the
female medical students. Furthermore, significant negative relationship was
found between test anxiety and academic performance of medical students.
The findings of this research have implications for helping professionals and
academia in addressing the test anxiety of the students in higher education.
Test anxiety is an overwhelming feeling of disturbance and distress among the
students around the world. This performance problem can be a devastating
problem for many college and university students; because it may impair their
performance and well being in the long run
Year: 2012
Page : na
Author :
Tuntufye
Mwamwenda
Year: 1994
Page : 1
Author :
Jong Dae, Kim
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Year: 2013
Page : 20
Author :
Jolyn D.
Whitaker Sena,
Patricia A.
Lowe and
Steven W. Lee
Year: 2007
Page : 5
Author : Ralph
E. Culler and
Charles J.
Holahan
Year: 1980
Page : 19
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Research Questions:
1. Do engineering students of IIUM perceive that emotion negatively influences their test
scores?
2. Do engineering students of different departments have different levels of perception on
how emotion negatively influences their test scores?
Study the graphs below (Figure 1 and 2). Write the findings in about 100 words, based on
the graphs given. Your response should be in line with the Research Questions.
Section 1 Question A (7 marks)
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Using the results in Section 1 (Questions A and B), write the discussion to the study in 200-250
words. Use the Literature Review (excerpts) as support. You have to demonstrate the ability of
using at least 2 of the citation techniques taught.
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