Grade level differences in the cognitive, behavioral, and physiological components of test anxiety

Aydın, U. (2019) Grade level differences in the cognitive, behavioral, and physiological components of test anxiety. International Journal of Educational Psychology, 8(1), pp. 27-50. (doi: 10.17583/ijep.2019.2729)

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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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Aydin, Dr Utkun
Authors: Aydın, U.
College/School:College of Social Sciences > School of Education
Journal Name:International Journal of Educational Psychology
Publisher:Hipatia Press
ISSN:2014-3591
ISSN (Online):2014-3591
Published Online:24 February 2019
Copyright Holders:Copyright © 2019 The Author
First Published:First published in International Journal of Educational Psychology 8(1): 27-50
Publisher Policy:Reproduced under a Creative Commons License

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