Relations between Prior School Performance and Later Test Anxiety during the Transition to Secondary School

Autor/inn/en	Plante, Isabelle; Lecours, Véronique; Lapointe, Raphaël; Chaffee, Kathryn Everhart; Fréchette-Simard, Catherine
Titel	Relations between Prior School Performance and Later Test Anxiety during the Transition to Secondary School
Quelle	In: British Journal of Educational Psychology, 92 (2022) 3, S.1068-1085 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plante, Isabelle) ORCID (Chaffee, Kathryn Everhart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12488
Schlagwörter	Prior Learning; Secondary School Students; Test Anxiety; Mathematics Achievement; Language Arts; Foreign Countries; Grade 6; Grade 7; Gender Differences; At Risk Students; Intervention; Canada + Suchen Sie Ihr Suchwort? Vorkenntnisse; Sekundarschüler; Examination phobia; Testangst; Prüfungsangst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Geschlechterkonflikt; Kanada
Abstract	Background: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test anxiety is less clear. Aims and Sample: To better capture the nature of the relations between prior mathematics and language arts achievement and later test anxiety across genders, this study examined linear and curvilinear relationships among 1,569 French-speaking Canadian students followed across the transition to secondary school, a critical period for test anxiety. Methods: Students completed a questionnaire at the beginning and the end of the first year of secondary school, and schools provided us with students grades at the end of 6th grade and the fall of 7th grade. Results: Multilevel regression analyses showed that only mathematics achievement at the end of elementary school predicted test anxiety at the beginning of secondary school. In secondary school, beginning-of-year achievement in both mathematics and language arts predicted test anxiety at the end of this same year, but different patterns were observed for boys and girls. Conclusions: Because nonlinear relations were observed at each timepoint, low achievers may not be the only group of students who are at greater risk of developing high levels of test anxiety. Therefore, interventions targeting students with different achievement profiles might help to reduce test anxiety and facilitate the transition to secondary school. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01