Stereotypes as Anglo-American Exam Ritual? Comparisons of Students' Exam Anxiety in East Asia, America, Australia, and the United Kingdom

Autor/inn/en	Rappleye, Jeremy; Komatsu, Hikaru
Titel	Stereotypes as Anglo-American Exam Ritual? Comparisons of Students' Exam Anxiety in East Asia, America, Australia, and the United Kingdom
Quelle	In: Oxford Review of Education, 44 (2018) 6, S.730-754 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1444598
Schlagwörter	Test Anxiety; Cross Cultural Studies; Competition; High Stakes Tests; Stress Variables; Stereotypes; Educational Change; Asians; Student Attitudes; Academic Achievement; High Achievement; Learning Processes; Foreign Countries; Secondary School Students; College Admission; Study Habits; Japan; China; South Korea; Taiwan; United Kingdom; United States; Australia + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Cultural comparison; Kulturvergleich; Wettkampf; Klischee; Bildungsreform; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Schulleistung; Learning process; Lernprozess; Ausland; Sekundarschüler; Hochschulzugang; Hochschulzulassung; Zulassung; Study behavior; Study behaviour; Studienverhalten; Korea; Republik; Großbritannien; USA; Australien
Abstract	East Asian dominance in international large-scale assessments is widely known. This is often explained as an outcome of highly competitive, exam-oriented education systems in East Asia, wherein students partake in a fierce competition for limited college entrance. Although achievement scores may be comparatively higher, the argument goes, the relative success comes at a steep price, with the emphasis on high-stakes tests heightening student stress and anxiety. In this paper we refute this persistent and out-dated stereotype by focusing on changes in Japanese education over the past several decades. The two original studies we report herein show that not only do Japanese students feel less school-related anxiety and stress than they once did, but these levels are now comparable to students in America, Australia, and the United Kingdom. In showing that stereotypes do not match empirical realities, we seek to open a richer discussion around East Asian student achievement. We conclude by extending the discussion to recent changes in China, Taiwan, and South Korea. We then raise the possibility that fundamentally different outlooks on the learning process explain both differences in achievement and the persistence of the West's distorted images of Japanese and East Asian education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01