Examining Test Anxiety of U.S. Adolescents in the Context of Large-Scale Assessment (Poster 39)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Motivation, Social Identity, and Understudied Populations

Abstract

Test Anxiety (TA) can occur before, during or after an examination, and it has been oftentimes shown to be negatively associated with academic outcomes. The present study sought to examine TA of the U.S. adolescents in the context of demographic backgrounds, self-beliefs, and school climate, using Programme for International Student Assessment (PISA) 2015 data. A three-step single-level hierarchical multiple regression was conducted. Results reported that each step in the analysis was significant. Except home language status and teacher-related school climate, all variables significantly predicted TA. Findings could suggest that educational policies and settings may be revised to lower TA by considering demographic backgrounds of testtakers in examinations or consulting testtakers for positive self-beliefs or improving school climate.

Authors

• Onur Ramazan, Chinese University of Hong Kong

• Robert W. Danielson, Washington State University - Spokane

• Shenghai Dai, Washington State University

• Chad M. Gotch, Washington State University