Test Anxiety in First-Generation Students: An Examination of the Role of Psychological Needs

Autor/inn/en	Spadafora, Natalie; Murphy, Emily L.; Molnar, Danielle S.; Zinga, Dawn
Titel	Test Anxiety in First-Generation Students: An Examination of the Role of Psychological Needs
Quelle	In: Journal of Teaching and Learning, 14 (2020) 2, S.33-49 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Test Anxiety; First Generation College Students; Psychological Needs; Personal Autonomy; Competence; Learning Strategies; Questionnaires; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Individuelle Autonomie; Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; M[subscript age] = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01