Test Taking Anxiety

In this study, the level of state and trait anxiety of students of Faculty of Economics and Administrative Sciences were examined in terms of gender, class, work experience, the time they hoped to find a job after graduation, and the desire for job finding. Research is a descriptive study in the screening model. The participants of the research are 206 undergraduate students who are studying at Mugla Sitki Kocman University, Faculty of Economics and Administrative Sciences. "Spielberger State-Trait Anxiety Scale", which was developed by Spielberger et al. (1964) by Oner and Le Compte (1983), was used to determine the level of state and trait anxiety in order to collect demographic information of university students in the study. Research data were analyzed in the SPSS program. According to the results of the findings, it is concluded that there is no significant difference in all of the demographic variables.

University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students' academic performance. A research project was designed by putting together emotional intelligence and test anxiety, as two pillars that can adequately explain performance in educational contexts. The sample consisted of 205 students from the Department of Primary Education at the University of Crete. Participants completed the Emotional Intelligence Scale and the Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with their Grade Point Average (GPA) of all passed courses as well. Analyses tested the effect of the identified variables on GPA. A series of correlational analyses was conducted to explore the relationships among the above-mentioned variables. Increased worry was associated with decreases in GPA, while increased emotional intelligence was associated with increases in GPA. Moreover, the mediating role of cognitive test anxiety between emotional intelligence and academic performance emerged, indicating that emotional intelligence relates to GPA primarily indirectly. The results shed light on the impact these factors have on students' academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotional intelligence and reduces worry in higher education.

Tertiary institution students are usually engaged with different academic tasks ranging from attending classes, writing term papers, carrying presentations, writing tests and examinations, embarking on field trips to writing their projects among other things. In carrying out all these academic tasks, it is needful that they do so timely and promptly in order to meet up with deadlines. However, some tertiary institution students sometimes either deliberately or not delay or avoid some of the tasks which they are duty bound to carry out; thereby resulting in academic procrastination. Thus, this work centered on understanding the dynamics of academic procrastination among tertiary institution students in Nigeria: The need for proper guidance of students. It basically explored in details the concept of academic procrastination, its types, prevalence, causes and consequences. Also discussed herein were the remedial measures which school administrators, lecturers, parents, general public etc can employ in order to guide students who engage in academic procrastination. Students who are victims of academic procrastination may also utilize the measures discussed herein in order to reduce or totally overcome the ugly phenomenon.

Aims: This study aimed to explore the lived experiences of test anxiety among pre-service teachers, considering its broader implications for Sustainable Development Goal (SDG) 4. It investigated the manifestations, determinants, and coping mechanisms associated with test anxiety in this population of future educators who undergo critical evaluations that shape their professional abilities.

This study examines how different types of writing tasks can influence anxiety among students learning English as a Foreign Language (EFL). Specifically, we explored whether tasks requiring students to correct errors (indirect tasks) cause more anxiety than tasks that involve writing original content (direct tasks like essays or letters). We also investigated if students' perceptions of their teachers as strict affected their anxiety levels during these tasks. A total of 80 university students participated by completing various writing tasks, and 10 instructors shared their views through interviews. The results revealed that students experienced significantly greater anxiety when working on indirect tasks (editing) compared to direct writing tasks (essays or letters). Additionally, students who perceived their instructors as strict reported feeling anxious before starting the tasks, but this anxiety reduced during task performance. Our findings suggest that educators can reduce student anxiety by balancing assessment tasks and maintaining supportive classroom interactions.

This study aims to evaluate the effectiveness of 360° video technology in reducing test anxiety. The objective is to evaluate whether 360° exposure in individual psychological counseling, aligned with Cognitive Behavioral Therapies (CBT), is more effective than imagined exposure at reducing test anxiety. The study was conducted with a sample of 26 participants who met the research criteria. 14 participants who met the inclusion criteria were included in the 360° exposure (experimental) group, while the remaining 12 participants were placed in the imaginary exposure (control) group. Data were gathered from seven measurements (Pre-test, 360° video Before, 360° video After, Post-test, 1 month before Exam, 1 week before Exam, 1 month after Exam). The effectiveness of the intervention was assessed using the Westside Test Anxiety Scale, the State Anxiety Inventory, and the Five Factor Model Personality Scales. The data were analyzed using two-way ANOVA and ANCOVA. According to the results of these analyses, 360° video exposure was found to be significantly more effective than imaginary exposure (F(6,144) = 105.64; p ¡ .001; 2p = 0.81). Similarly, the inclusion of covariates (neuroticism, state anxiety, and gender) in the analysis did not change. The findings suggest that 360° videos may offer a potential therapeutic tool in the treatment of test anxiety, demonstrating superiority over imaginary exposure. Nevertheless, additional research on the efficacy of 360° video is warranted, considering that the effectiveness of 360° video may differ across demographic groups and various types of 360° video and virtual reality experiences.

Summary: Following a short discussion of conceptual and theoretical problems of giftedness, the methodologi cal foundations and selected results of a (presently) four-year longitudinal study are presented. The Munich study is based on a multidimensional concept of giftedness (intelligence, creativity, social competence, musical ability, psychomotor ability or practical intelligence). Both academic achievements and leisure time activities as well as cognitive and motivational personality factors, and school and family socialization conditions relevant to giftedness were considered in the analyses. During the second project phase, developmental aspects and achievement analyses of gifted and non-gifted students age 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturance of giftedness are discussed.

Test anxiety is a common behavioral phenomenon that greatly hinders students' academic performance and general well-being. The current study discusses the type of test anxiety, causes and the effect of test anxiety on the five Tourist Guidance students at the Art Department of King Faisal University. Applying a mixed-method research design, the research tracks the impacts of test anxiety on vocabulary performance and identifies the best effective ways to alleviate its influence. Even small and inexpensive changes like altering the testing environment to be supportive and encouraging, the results have shown can reduce this test anxiety significantly while improving academic performance. This suggests that targeted interventions can play a significant role in managing test anxiety and promoting better academic performance.

Test anxiety is a common challenge among high schoolers -and forever altering the way they study for and approach tests. This research aims to find out how the anxiety level has an impact on the performance of thesaurus tests based on how the students feel before and after taking the feigning tests. Using a combination of surveys and observations, we found that moderate anxiety tends to keep students engaged and performing well, while severe anxiety can compromise memory and decisionmaking. After the test, as students transitioned from fretting about preparation for the wrong answer, such feelings reflected the emotional burden exams carry. To mitigate the surge of test anxiety, it is crucial to implement supportive strategies, including but not limited to, introducing mindfulness exercises, offering time management training, and ensuring a conducive testing environment. Educators can counteract test anxiety by taking care to help students turn their nervous energy into confidence and achieve better academic results while also rising above that anxiousness in life.

This is a quantitative correlational study to determine if, and to what extent, there is a statistically significant relationship between active procrastination (AP) and test anxiety (TA), as well as passive procrastination (PP) and test anxiety (TA) in undergraduate students in the United states. It was not known if a statistically significant relationship existed between AP and TA as well as between PP and TA. Active procrastination was measured using the new version of the Active Procrastination Scales, passive procrastination was measured using the Unintentional Procrastination Scale, and test anxiety was measured using Test Anxiety Inventory-short form. All three instruments are validated, Likert-type, summed
scores measures. One hundred and ten (110) currently enrolled undergraduate students within the age range of 18 to 34 years in the New England Area recruited from Qualtrics database responded to the survey. Spearman’s correlation was used for the analysis. The results showed that there is a statistically significant moderate negative linear relationship between AP and TA, 𝑟𝑠(110) = −0.373, 𝑝 < .001. Also, the results showed there is a statistically significant weak but positive linear relationship between PP and TA 𝑟𝑠 (110) = 0.242, p = 0.011). The observed relationships show that AP is associated with reduced TA while PP is associated with increased TA, which suggests AP as an adaptive learning behavior compared with PP on TA.

The dimensions of examination malpractice in schools are discussed. The paper also discussed the use of moral instruction as a way of managing students' examination malpractices in schools. Examination malpractice tends to relegate certificates issued at different levels of education. The level of this corruption in society inadvertently originated from primary and secondary schools. It is now affecting our tertiary institutions and thus has become a societal problem. It is however noted that students are not the only culprits and so there are needs for urgent moral instruction for all educational stakeholders. Among other recommendations, it was suggested that a good foundation of self-discipline and moral character be laid for youths.

This research investigated the relationships among test performance, anxiety, and the quality of interaction during collaborative testing of college students. It also explored which students are most likely to benefit from collaborative testing. It was randomly determined whether a student would take each of six examinations alone or with a partner. Collaborative testing resulted in higher scores than individual testing for a significant number of students, conferring an advantage of 3.83%. Test performance was positively correlated with quality of interaction. Students with higher levels of test anxiety were most likely to benefit from collaborative testing and to experience the greatest test anxiety reduction.

The purpose of the study was to find out whether the goal orientation and test anxiety of high school students engaged in shadow education will be different from those whose only source of learning is that of mainstream education.  A total of 387 high school students participated in this comparative research.  Results of the study show that high school students without exposure to shadow education are more mastery-oriented while those with those with private tutors are more performance-oriented.  In terms of test anxiety, it appears that those engaged in shadow education are more anxious about the testing process as compared to those without private tutors.  Specifically, significant differences between the two groups were observed in their mastery orientation, level of emotionality and total test anxiety.

Despite being one of the most widely used proficiency measures of English for Academic Purposes, the newly-designed Internet-based Test of English as a Foreign Language (TOEFL iBT) remains externally under researched compared to previous TOEFL versions. Specifically, research is needed on factors that effect student performance within this new testing context. The purpose of this research was to identify and raise potential issues associated with the TOEFL iBT as explicitly linked to constructdependent and construct-irrelevant variance factors. Through a key informant method, four language testing researchers sat for the TOEFL iBT and reported their experiences through two externally mediated focus groups. The testing researchers' experiences were analyzed using a standard thematic analysis then deductively grouped based on their form of measurement variance. Results provide valuable considerations for measuring English for academic purposes and serve to identify specific, practical issues related to the language testing conditions, question design, and the testing protocol of the TOEFL iBT.

This study sought to determine the effect  of relaxation technique in reducing test anxiety among secondary school students in Anambra State. Two  research questions and two  null hypotheses guided the study. The design for this study was a quasi- experimental design. The population of students with test anxiety is 453. A sample of 70 students with test anxiety was selected for the study and purposive sampling technique was used in choosing two schools in the area of the study. Test Anxiety Inventory was used for data collection. Test Anxiety Inventory has both validity and reliability of 0.81. The study involved two groups; the experimental group I was given relaxation technique and the control group was given conventional counselling. All the groups were exposed to treatment for a period of eighth weeks. Pre-test and post-test were administered to both groups. Mean scores were used in answering the two research questions and ANCOVA was used in testing the two null hypotheses at 0....

Background: Limited prior research has focused on social aspect of recruitment and selection (R&S) process: the behavioral outcomes, the effect of perceptions of selection process, decisions made by new employees and its effect on the organization. Objectives: This study aims to analyze employees' perception to recruitment and selection process and resultant behavioral and attitudinal outcomes in organizations in Nepal and also examines the moderation effect of PJF. Methods: The study follows quantitative-hypothetico-deductive research methodology. Altogether 210 employees from public and private organizations of Nepal participated in the study. Moderated multiple regression was used to test hypotheses and moderation effect. Results: Regression result shows significant and positive relation between R&S process-PPV, TPJ and RI with outcome variables OC and OE and significant negative relation with TI. Moderating effect was seen in the relation between PPV, PJF and OC. Conclusion: R&S process in organizations should be fair. This process if perceived as unfair by applicants, there is high degree of turnover once they are employed. This has high cost on organizations and also loss of competent and talented employees.

Background: Limited prior research has focused on social aspect of recruitment and selection (R&S) process: the behavioral outcomes, the effect of perceptions of selection process, decisions made by new employees and its effect on the organization. Objectives: This study aims to analyze employees’ perception to recruitment and selection process and resultant behavioral and attitudinal outcomes in organizations in Nepal and also examines the moderation effect of PJF. Methods: The study follows quantitative-hypothetico-deductive research methodology. Altogether 210 employees from public and private organizations of Nepal participated in the study. Moderated multiple regression was used to test hypotheses and moderation effect. Results: Regression result shows significant and positive relation between R&S process- PPV, TPJ and RI with outcome variables OC and OE and significant negative relation with TI. Moderating effect was seen in the relation between PPV, PJF and OC. Conclusion: R&...

The study is on the effect of Self Instruction Technique on generalized anxiety among secondary school adolescents in Enugu East Local Government area of Enugu State, Nigeria. Two research questions and two hypotheses guided the study. The research design is quasi experimental. The population of the research work consist of secondary school students who were identified as positing generalized anxiety in the area of study and they were two hundred and three in number (203). Out of these 203 students, 61 made up the sample for the study and were those that posited generalized anxiety in the two schools in the area with the highest number of generalized anxiety victims. In order to collect the data for the study, Beck Anxiety Inventory was used. The inventory consist of 21 items and was adopted for the research. In analyzing the Data that were collected, mean scores and Analysis of Covariance (ANCOVA) were used to answer the research questions and test the hypotheses respectively. The ...

Test anxiety is an observable fact that many students usually encounter during tests. It is considered to be one of the most common and widespread emotions, with a large number of the student population suffering from its excessive and overbearing level. This study investigated the Effect of Self-management Technique in reducing Test Anxiety among secondary school students. Two research questions were posed and two hypotheses formulated to guide the study. The study is a quasi-experimental research and employed a 2x2 factorial design pretest-posttest experimental control group, comprising two  groups (Experimental group and control) using one treatment group (Self-management Technique {SMT . The population comprised all the secondary school students in Onitsha urban areas with test anxiety. A total of 77 students were selected from two schools using a standardised instrument titled “Test Anxiety Inventory†. The instrument, Test Anxiety Inventory was administered to both the exp...

Hasil survei internasional menunjukkan bahwa performa Matematika siswa Indonesia, pada jenjang SD maupun SMP, tergolong rendah. Adapun upaya mengatasi hal tersebut sebaiknya dilakukan sejak jenjang SD, mempertimbangkan urgensi dari Matematika dalam kehidupan akademik maupun non-akademik. Beberapa penelitian menunjukkan bahwa faktor yang mempengaruhi performa Matematika siswa SD adalah math anxiety. Namun, peneliti berasumsi bahwa temuan tersebut tidak dapat digeneralisasikan pada siswa kelas IV-VI yang telah memasuki masa remaja. Pada masa tersebut, individu lebih mencemaskan kehidupan sosial daripada akademiknya. Dikatakan pula bahwa prestasi individu pada usia tersebut dipengaruhi oleh self-efficacy. Oleh karena itu, peneliti menguji antara math anxiety dan math self-efficacy, faktor mana yang lebih berpengaruh terhadap performa Matematika siswa kelas V SD, sehingga dapat menjadi dasar rancangan intervensi guna meningkatkan performa Matematika siswa. Partisipan terdiri dari 370 si...

This study is intended to investigate the underlying factors contributing to students' speaking anxiety across learning styles. This article is a part of a larger study on EFL freshmen speaking anxiety across their learning styles which highlight the main factors that lay behind speaking anxiety. This study was carried out in one of Islamic universities in Malang. The data were collected through students' questionnaires. The results reveal that fear of negative evaluation, test anxiety, and communication apprehension play the underlying factors of speaking anxiety across learning styles. Further, recommendations for lecturers are provided.

Participants (N = 212) rated the fairness, job relevance, appropriateness, and invasiveness of 16 tests that could be used to select o r promote people into production or management positions. Fairness, job relevance and appropriateness were highly correlated, and were combined to form a composite evaluation scale. Evaluations and invasiveness ratings varied among the 16 tests, with the most positive ratings given to interviews and work samples and the most negative ratings given to astrology, graphology and polygraphs. Evaluations of four tests were affected by the position (manager vs. production worker). Evaluations of 11 tests and invasiveness ratings of two tests were affected by respondent experience with the test. Respondents who had experienced the tests evaluated them more positively and considered them to entail a smaller invasion of privacy. Responses were not affected by whether the test was to be used for selection versus promotion decisions.

Students from the millennial generation have come to expect highly developed and engaging academic tools including those used to assess their performance. Keeping up with these expectations can be a daunting task for educators. However, the creative use of gamification, customization and on-demand supplemental material can potentially lead to a more engaging assessment experience. This presentation will focus on the topic of gamification and the millennial generation. The audience will participate in an open dialogue about how gaming and other engaging approaches can play a role in the summative assessment process.

Drawing on extant recruitment and organizational justice theory, this research examines the effects of justice perceptions on job acceptance decisions across 2 samples (n = 332 and 2,974) of applicants to jobs within the U.S. military. More specifically, we examine justice-job offer acceptance relations relative to other pertinent recruitment predictors including, organizational image, familiarity, person-organization (P-O) fit perceptions, and recruiter behaviors. Findings from both studies support the importance of justice perceptions in influencing job offer acceptance. Fairness perceptions accounted for 29.37% and 19.22% of the unique variance in job offer acceptance, in Studies 1 and 2, respectively. The results of this research provide much needed empirical evidence to the scant literature on actual job acceptance and highlight important practical implications for employers. Recruitment can be defined as organizational activities designed to influence applicant job choice decisions (Barber, 1998; Breaugh, 1992; Rynes, 1991). Ultimately, recruitment shapes the quality of an organization's workforce and is considered to be one of its most important strategic functions (Rynes & Cable, 2003; Taylor & Collins, 2000). Recent We thank Chad Van Iddekinge and two anonymous reviewers for the helpful comments provided throughout the review process.

Today, many teenagers tend to choose activities that are fun compared to the demanding discipline. But the election of these activities differ with some students junior-high school in Marching Band Gita Pakuan. Marching Band is an activity that is required to show unity between individuals within a band performance. Marching Band implement semi-military exercise's, which there are elements of discipline and reward-punishment reception. Tight schedule of activities requires a member to be able to organize themselves in various activities. Bandura mentions Self-Regulated Learning as an effective learning strategies for individuals (Bandura , 1991). Zimmerman & Schunk (1989), Self-Regulated Learning is a specific processes emerged as metacognively, motivationally, and behaviorally active participants in their own learning,. This study aims to determine how the image of Self-Regulated Learning's members of Marching Band Gita Pakuan. This research is a descriptive study. The results of this study indicate that the Gita Pakuan Marching Band members who have low Self-Regulated Learning's ability. From 25 respondents, they are indicated 6 respondents (24% of subjects) that have the high Self-Regulated Learning's ability, and 19 respondents (76% of subjects) have low Self-Regulated Learning's ability. Marching Band members have lower Self-Regulated Learning's ability more than the member with highest Self-Regulated Learning's.

This paper examines the stakeholders' responsibilities in managing examination malpractice in secondary schools in Kosofe Local Government, Lagos State, Nigeria. It examines the forms, causes, effects, stakeholder's responsibilities, and efforts made to curb it. As a descriptive research, the study's population is 20 secondary schools in Kosofe Local Government, Lagos State, Nigeria. The methods of selecting respondents were multi-stage and stratified random sampling techniques. The instrument used to collect data was a questionnaire tagged 'Responsibilities of Stakeholders in Managing Examination Malpractice Questionnaire' (RSMEMQ), the data collected were analyzed using frequency count and simple percent. The findings revealed that one major cause of examination malpractices in the schools was indiscipline among the students which led many of them to Examination malpractice. Other important causes include the non-implementation of examination malpractice decree and inadequate supervision of students during the examination. Efforts made by the stakeholders to curb examination malpractices were discussed and conclusions were made. The paper recommends that there should be full implementation of examination malpractices decree which stipulates a jail term of twenty one (21) years for any culprit, adequate facilities should be provided, new measurement and evaluation criteria should be used, the use of mobile phone should be prohibited in examination halls, teacher, and supervisors should be persons of proven integrity and the question of double standard should not arise. It also recommends the termination of appointment of any stakeholders such as examination officials, teachers, staff assistants, and managements, who perpetrate examination malpractice and that serious punishment should be enforced to serve as a deterrent to others who may have such intension in future.

This paper examines the stakeholders’ responsibilities in managing examination malpractice in secondary schools in Kosofe Local Government, Lagos State, Nigeria. It examines the forms, causes, effects, stakeholder’s responsibilities, and efforts made to curb it. As a descriptive research, the study’s population is 20 secondary schools in Kosofe Local Government, Lagos State, Nigeria. The methods of selecting respondents were multi-stage and stratified random sampling techniques. The instrument used to collect data was a questionnaire tagged ‘Responsibilities of Stakeholders in Managing Examination Malpractice Questionnaire’ (RSMEMQ), the data collected were analyzed using frequency count and simple percent. The findings revealed that one major cause of examination malpractices in the schools was indiscipline among the students which led many of them to Examination malpractice. Other important causes include the non-implementation of examination malpractice decree and inadequate supe...

Kendini değerlendirme ve sınav performansı arasındaki ilişki ile sınav kaygısının sınav performansını yordama etkisinin incelenmesi Analysis of the relationship between the self-assessment and examination performance and test performance effect of test anxiety Esra Dalkıran 1

Kendini değerlendirme ve sınav performansı arasındaki ilişki ile sınav kaygısının sınav performansını yordama etkisinin incelenmesi Analysis of the relationship between the self-assessment and examination performance and test performance effect of test anxiety Esra Dalkıran 1

Recently, students have become more anxious in their education process due to increasing competitive conditions and rising academic expectations. The pressure from the environment, family, or school stakeholders to get high grades increases the stress on the student with the fear of failure. Test anxiety refers to the feelings of fear, worry, and tension that students may experience in relation to their academic performance, school loads, and expectations from students (Chamberlain, Daly, and Spalding, 2011; Putwain and Daly, 2014). In other words, test anxiety describes the change in students' stress and anxiety levels due to the exams or studies they perform at school. The main triggers of test anxiety can be factors such as fear of failure, pressure from high demands, competition with peers, or lack of self-confidence (Ringeisen & Raufelder, 2015; Tan & Pang, 2023). There is a broad consensus in the literature that test anxiety is related to academic achievement (Ali & Mohsin, 2013; Crişan & Copaci, 2015; von der Embse, Jester, Roy, & Post, 2018). von der Embse et al. (2018) reported that test anxiety has a negative effect on many educational performance indicators in their meta-analysis of 238 studies on test anxiety since 1988. In addition, there are studies showing that test anxiety is closely related to many psychological symptoms such as depressive symptoms, stress, and emotional balance disorders (Augner, 2015; von der Embse, Barterian, & Segool, 2013). Test anxiety can also lead to different physical symptoms such as heart palpitations, rapid pulse, rapid breathing, sweating, headache, abdominal pain or nausea, sleep problems, and fatigue (Mashayekh & Hashemi, 2011; Chishti & Rana, 2021). In addition, it is also stated in the literature that test anxiety can have future-oriented effects such as skipping classes, delaying or giving up academic goals (Pekrun, 2006; Lowe et al., 2008). Therefore, it can be said that test anxiety will have negative effects on students' academic performance, mental health and overall quality of life if it is not given due importance. 15 Test Anxiety Any attempt to measure students' academic development in which academic performance is evaluated brings to mind the concept of test anxiety, which in a sense causes students to react with anxiety (Hodapp, Glanzmann, & Laux, 1995). Test anxiety is the mental, psychological, or physical behavioral reactions that occur due to the worry of the possible negative consequences of failing an exam or an assessment (Zeidner, 1998). School assignments, exams, pressure to get high grades, and fear of getting low grades are seen as the most prominent causes of test anxiety (McDonald, 2001; Yakıcı and Kandemir, 2021; Demir, 2022). Some students develop anxiety when they cannot solve tasks at school, when they have problems with homework, when they are preparing for an exam or when they feel that they will take an exam (Zeidner, 2007). Anxiety is expected to be higher in students with low levels of confidence in themselves or their abilities or in students with high levels of parental expectations. Students with test anxiety are more likely to underperform, be absent frequently, or drop out of school completely (Cortina, 2008; Ramirez & Beilock, 2011). Anxiety can affect students' motivation and disrupt their learning strategies (Varasteh, Ghanizadeh, & Akbari, 2016). In addition, anxiety has many effects on mental, psychological, physical or quality of life (Lohiya et al., 2021; Chen et al., 2023). Gender Differences in Test Anxiety There are many studies reporting that there is a gender difference in test anxiety between male and female groups. In self-reported test anxiety, it is generally seen that girls have more test anxiety than boys (Hembree, 1988; Seipp & Schwarzer, 1996; von der Embse et al., 2018). Donati et al. (2020) stated that girls have higher test anxiety than boys in the German Test Anxiety Inventory. Devine, Fawcett, 16 Szűcs, and Dowker (2012) examined the relationships between mathematics performance, mathematics anxiety and test anxiety by gender and found that girls have higher test anxiety than boys. Robson, Johnstone, Putwain, and Howard (2023), in a meta-analysis of articles written on test anxiety in the last 20 years, report that girls show higher test anxiety than boys. In general, there are many studies in the literature indicating that girls have higher test anxiety than boys. Some studies have also been conducted on why girls may have higher levels of test anxiety than boys. In these studies, it is stated that women may be more prone to anxiety, stress or depression due to coping style, socialization, or genetic factors (Goodwin & Gotlib, 2004; Olatunji et al., 2013). Women show their emotions more easily and therefore, in terms of socialization practice, women are more likely to have higher levels of anxiety (Chaplin, 2015). Therefore, a higher anxiety tendency may lead to higher test anxiety (McLean et al., 2011). On the other hand, gender differences in test anxiety may also stem from the sub-dimensions of test anxiety. It can be seen that this difference is sometimes higher in the emotionality and anxiety components of test anxiety (Putwain, 2007) and sometimes only in the emotionality component (Zeidner & Nevo, 1992). On the other hand, the self-report method of measuring test anxiety may also be a variable in explaining the gender difference. As a result, it is thought that new studies should be conducted to better determine the difference in test anxiety. Measurement Invariance Large-scale international assessments play an important role in comparing the qualifications of individuals across countries. The Programme for International Student Assessment (PISA) provides data on students' academic achievement for cross-country comparisons. In such large-scale assessments, the precondition for making comparisons 17 between groups is to ensure statistical equivalence between groups (Millsap & Olivera-Ogilar, 2012). While test adaptation takes place before data collection, assessment of the measurement invariance of scores takes place after data collection to decide on score equivalence between groups. Measurement invariance indicates that the item parameters of a scale are equivalent across groups (Vandenberg & Lance, 2000). Scores meet the condition of measurement invariance if individuals with similar characteristics are equally likely to choose a particular item response, regardless of group membership. In the development of each measurement tool, it is assumed as a basic principle that it measures the same trait in each group to which it is applied. However, in practice, the results may differ according to the groups to which they are applied. If the results obtained from the groups do not have equivalent psychometric qualities, it would not be correct to compare the results between the groups (Başusta & Gelbal, 2015; Yiğiter, 2023). Therefore, the measurement tool should measure the same construct in the same way in each subgroup. With measurement invariance, showing that the factor loadings, inter-dimensional correlations and error variances of a measurement model are the same in each group shows that the measurement tool has the same structure in different groups (Jöreskog & Sörbom, 1993). Researchers obtain evidence on whether the scale measures the same construct in subgroups (Millsap & Olivera-Ogilar, 2012). If measurement invariance cannot be ensured, a validity problem occurs for the measurement tool. Therefore, the interpretations to be obtained from group comparisons based on the scores obtained from this measurement tool may also be incorrect (Vandenberg & Lance, 2000). Measurement invariance also provides evidence of the validity of the instrument. He et al. (2019), in their research on cross-cultural comparability with TIMSS and PISA data, state that comparisons made without examining measurement invariance may lead to 18 incorrect results, hence the importance of testing measurement invariance. If measurement invariance is not ensured, it is not possible to know whether the difference between the scores to be obtained from the measurement tool is due to a real difference in construct or scale items (Horn & McArdle, 1992).

The focus of the current study is to examine the nature of the relationship of goal orientation with psychological birth order. Likewise, it also looked into the ability of psychological birth order to influence the endorsement of achievement goals (mastery-approach and avoidance; performance- approach and avoidance). A total of 220 high school students engaged in shadow education answered the White-Campbell Psychological Birth Order Inventory (PBOI) and the Achievement Goal Questionnaire (AGQ). Based on the regression analysis performed, only the pairing of psychological birth order and performance-approach is significant while those of psychological birth order, mastery-approach, mastery-avoidance, and performance-avoidance are not significant. Further analysis revealed that those who are psychologically firstborns tend to endorse the mastery-approach goal orientation while those who are psychologically youngest or lastborn endorses mastery-avoidance.

Penelitian ini dilakukan untuk menguji efektivitas teknik repeated reading dan implementasi teknik prompt, reinforcement, serta positive practice dalam meningkatkan kelancaran membaca pada anak dengan mild intellectual disability. Penelitian single case study ini dilakukan dalam 20 sesi dengan changing criterion design. Partisipan dalam penelitian ini adalah anak laki-laki berusia 12 tahun dengan mild intellectual disability yang belum dapat membaca dengan lancar, meskipun sudah mampu mengeja. Hasil penelitian menunjukkan bahwa teknik repeated reading dan implementasi teknik-teknik modifikasi perilaku dapat meningkatkan kelancaran membaca pada anak dengan mild intellectual disability dengan efektif.

Using interview as one of the selection methods for recruitment, organizations not only aim to select the best candidates for the job but also want to attract them to work in their organizations. This suggests applicants‟ reactions to job interview do matter. Objective: This study sought to examine applicant reactions to different types of structured interview content by comparing between Situational Interview (SI) and Patterned Behavior Description Interview (PBDI). Method: Forty six job incumbents, as samples, were given transcripts of interview content for SI and PBDI which were counterbalanced in the order of their presentation. After completing them, the participants were asked to answer a short questionnaire on applicant reactions to the two types of structured interview content. Results: The results demonstrated a significant effect of structured interview content on applicants‟ fairness or procedural justice perception, with the mean for PBDI is significantly greater than th...

Abstract.  Today, many teenagers tend to choose activities that are fun compared to the demanding discipline. But the election of these activities differ with some students junior-high school in Marching Band Gita Pakuan. Marching Band is an activity that is required to show unity between individuals within a band performance. Marching Band implement semi-military exercise’s, which there are elements of discipline and reward-punishment reception. Tight schedule of activities requires a member to be able to organize themselves in various activities. Bandura mentions Self - Regulated Learning as an effective learning strategies for individuals (Bandura , 1991). Zimmerman & Schunk (1989), Self-Regulated Learning is a specific processes  emerged as metacognively, motivationally, and behaviorally active participants in their own learning,. This study aims to determine how the image of Self-Regulated Learning’s members of Marching Band Gita Pakuan. This research is a descriptive study. Th...

A number of research studies have attempted to investigate the major learning-teaching complexities of EFL classrooms. The role of affect in general, and language anxiety in particular received considerable attention in educational research. For most teachers, it is likely challenging to put theories of affect in learning into practice. That challenge stems from the fact that every educational setting is unique of its own complexities. Specifically, the anxious language learner might have difficulties in verbalizing his or her thoughts in class. Some learners would decide not to contribute in class and keep their "hidden voices" inaudible for a long time. As such, the aim of this paper is to share and provide tentative reflections on the anxious learner in the classroom relying on self-reports and teachers' discussions. A first step is based on describing possible signs of language anxiety, and what learners say about themselves. The subsequent point is devoted to the "caring" teacher's role (s) in helping anxious learners overcome hindrances of anxiety in an EFL educational setting.

The study is on the effect of Self Instruction Technique on generalized anxiety among secondary school adolescents in Enugu East Local Government area of Enugu State, Nigeria. Two research questions and two hypotheses guided the study. The research design is quasi experimental. The population of the research work consist of secondary school students who were identified as positing generalized anxiety in the area of study and they were two hundred and three in number (203). Out of these 203 students, 61 made up the sample for the study and were those that posited generalized anxiety in the two schools in the area with the highest number of generalized anxiety victims. In order to collect the data for the study, Beck Anxiety Inventory was used. The inventory consist of 21 items and was adopted for the research. In analyzing the Data that were collected, mean scores and Analysis of Covariance (ANCOVA) were used to answer the research questions and test the hypotheses respectively. The ...

Participants (N = 212) rated the fairness, job relevance, appropriateness, and invasiveness of 16 tests that could be used to select o r promote people into production or management positions. Fairness, job relevance and appropriateness were highly correlated, and were combined to form a composite evaluation scale. Evaluations and invasiveness ratings varied among the 16 tests, with the most positive ratings given to interviews and work samples and the most negative ratings given to astrology, graphology and polygraphs. Evaluations of four tests were affected by the position (manager vs. production worker). Evaluations of 11 tests and invasiveness ratings of two tests were affected by respondent experience with the test. Respondents who had experienced the tests evaluated them more positively and considered them to entail a smaller invasion of privacy. Responses were not affected by whether the test was to be used for selection versus promotion decisions.

Participants (N = 212) rated the fairness, job relevance, appropriateness, and invasiveness of 16 tests that could be used to select o r promote people into production or management positions. Fairness, job relevance and appropriateness were highly correlated, and were combined to form a composite evaluation scale. Evaluations and invasiveness ratings varied among the 16 tests, with the most positive ratings given to interviews and work samples and the most negative ratings given to astrology, graphology and polygraphs. Evaluations of four tests were affected by the position (manager vs. production worker). Evaluations of 11 tests and invasiveness ratings of two tests were affected by respondent experience with the test. Respondents who had experienced the tests evaluated them more positively and considered them to entail a smaller invasion of privacy. Responses were not affected by whether the test was to be used for selection versus promotion decisions.

There has been a growing interest in why and how test anxiety affects foreign language learning process. As an affective factor, test anxiety has been investigated in different contexts in the past two decades. This study aims to examine the relations among the factors such as likelihood of university students’ gender, age, higher education experience, and number of tests taken in predicting their degree of test anxiety. In addition, this study aims to investigate the impact of Test Anxiety on Turkish students’ test performance of EFL learners who are taking either midterm or final exams or quizzes all over an academic year. In order to collect data, a survey was conducted to assess individual differences in anxiety proneness in test situations; and to assess worry and emotionality as major components of test anxiety learners’ attitudes towards teachers and their test anxiety levels. Findings were discussed in accordance with the existing literature and implications for researchers ...

The purpose of this study was to examine foreign language reading anxiety among college students who were studying Korean. It utilized three measures; (a) two anxiety scales, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Anxiety Scale (FLRAS), (b) a background information questionnaire, and (c) reading performance scores. Results of the study showed that there was a significant discrepancy between foreign language reading anxiety among course levels, individual variables such as gender, course level, experience with Korea, etc. were predictors of foreign language reading anxiety, that reading anxiety and performance are positively correlated, and it reveals the major sources of foreign language reading anxiety among students learning Korean. Processing language is one of the most involved functions the brain performs. The brain instantaneously orchestrates the delicate interchange of a vast array of cognitive tasks, ranging from the blunt move...

This article discusses the interchangeability of three self-report measures for reading anxiety. Despite their differences in target constructs, the three scales have been used for similar lines of research. After computing shared variance between the target scales and examining the behavior of anxiety indexes in relation to the amount of graded reading and reading comprehension performance, the author reaches the conclusion that each of the three scales should be treated as a unique research tool (i.e., the scales are noninterchangeable with one another). The overall results also suggest the utility of each reading anxiety scale in educational research and practice.

A common bond of licensed psychologists is taking the Examination for Professional Practice in Psychology (EPPP). The authors discuss how test takers feel about the EPPP as a basis for entry into the profession of psychology. Reasons for perceptions are discussed and suggestions for creating more positive perceptions are provided.

This study aims to investigate the classification level of speaking anxiety, the factors of students anxiety in speaking class and the impacts of anxiety in students speaking performance. This study employed case study design. The subjects of the study were the first semester of EFL students in STKIP Muhammadiyah Pringsewu Lampung consisted of 45 students. There were two types of data, i.e. qualitative data and quantitative data. The result of the research showed that EFL students generally were anxious in speaking English. 39 students have high anxiety, the factors of  students anxiety includes three aspects such as communication apprehension, test anxiety, and fear of negative evaluation. Consequently, it affects students speaking performance.

Anxiety does not always necessarily affect language learners negatively, but excessive levels of anxiety can have a negative effect on learning and teaching process. It can inhibit their ability to learn effectively. Consequently, it causes emotional stress and lower self-esteem and self confidence. This lack of confidence is damaging because it can prevent the learners from using their current ability and discovering their full potential. Second language anxiety can be reduced by improving language proficiency and making reasonable, achievable language learning goals for them to alleviate language anxiety and make the most of their language ability.

This study aimed at investigating the role of study habits in students' learning and their academic achievement in educational Measurement and Evaluation in Kaduna polytechnic, Nigeria. Five research questions and null hypotheses were postulated to guide the study. Descriptive survey design was used for the study. A total of 119 participants' consisted of 68 Primary Health Care (PHC) and 51 Diploma in Nursing Education (DNE) trainee-tutors participated in the research. A structured questionnaire on study habits, used in similar studies, was adapted as tool for data collection (Bajwa, et al., 2014). The tool, composed of 40 item,s was classified under 7 sub-scales, namely time management, class attendance and participation, general study strategy, examination preparation, general setting and motivation, textbook reading and note-taking. The reliability test of the instrument/tool produced a coefficient of .93 computed using the Cronbach alpha methods. The data gathered were analyzed using both descriptive and inferential statistics. The findings reveal that the medical education tutors had high/good levels of study habits, but low achievements levels in Measurement and Evaluation. In addition, area of specialization and gender did not produce any statistical significant difference between DNE and PHC students. Based on these findings, recommendations were made and suggestions were also made for further research to be carried out to find out answers to unresolved issues with study habits using different populations and institutions. .

This study aimed at investigating the role of study habits in students learning and their academic achievement in educational Test and Measurement in Kaduna Polytechnic, Nigeria. Five research questions and null hypotheses were postulated to guide the study. Descriptive survey design was used for the study. A total of 119 participants consisting of 68 PHC and 51 DNE trainee-tutors participated in the research. A structured questionnaire on study habits used in similar studies was adapted as tool for data collection (Bajwa, et al., 2014). The tool composed of 40-items was classified under 7 subscales namely time management, class attendance and participation, general study strategy, examination preparation, general setting and motivation, textbook reading and note-taking. The instrument reliability produced a coefficient of .93 computed using Cronbach alpha methods. The data gathered were analyzed using both descriptive and inferential statistics. The findings reveals that the medical education tutors had high/good levels of study habits, but low achievements levels in Test and Measurement. In addition, area of specialization and gender did not produce any statistical significant differences between DNE and PHCE students. Based on these findings, recommendations were suggested among which further research be carried out to find out answers to unresolved issues with study habits using different population and institutions.

ABSTRACT: THE EFECTIVENESS OF SELF-DETERMINATION LEARNING MODEL OF INSTRUCTION IN IMPROVING SOCIAL PROBLEM SOLVING SKILLS ON SLOW-LEARNER STUDENT The aim of this study was to investigate the effectiveness of SDLMI program (Self-Determination Learning Model of Instruction)in increasing social problem solving skills for slow-learner. This research used single subject design that involved a 14 years old male student with a borderline defective intelligent quotient (Full Scale IQ = 73, Wechsler Scale). The program effectiveness was measured by comparing pretest and posttest SDLMI score.This study found that SDLMI was significant to increase social problem solving skills in male slow learner student. Participant could also maintain social problem-solving skill for one week after problem solving instruction was given. Furthermore, educations about SDLMI need to be given for parents and teacher who struggle with special-need or slow-learner students. Keywords:  Slow-learner, Social Problem...