A Latent Growth Analysis of Individual Factors Predicting Test Anxiety during the Transition from Elementary to Secondary School

Autor/inn/en	Fréchette-Simard, Catherine; Plante, Isabelle; Duchesne, Stéphane; Chaffee, Kathryn E.
Titel	A Latent Growth Analysis of Individual Factors Predicting Test Anxiety during the Transition from Elementary to Secondary School
Quelle	In: Journal of Early Adolescence, 43 (2023) 3, S.265-293 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fréchette-Simard, Catherine) ORCID (Chaffee, Kathryn E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316221104198
Schlagwörter	Test Anxiety; Predictor Variables; Student Motivation; Academic Achievement; Student Behavior; Gender Differences; Longitudinal Studies; Mathematics; Language Arts; Elementary School Students; Foreign Countries; Grade 6; Grade 7; Student Surveys; Likert Scales; Student Attitudes; French; Canada; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Prädiktor; Schulische Motivation; Schulleistung; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Sprachkultur; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schülerbefragung; Likert-Skala; Französisch; Kanada
Abstract	This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students' test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizing behaviors and gender in the development of test anxiety. A total of 478 French-speaking students (231 boys, 247 girls) were followed during their transition to secondary school. Latent growth analysis revealed an overall stable trajectory of test anxiety during the transition to secondary school. However, internalizing behaviors and gender moderated the trajectory over time. Additionally, high initial levels of internalizing behaviors, as well as lower grades in mathematics, were associated with initial levels of test anxiety, as measured at the end of elementary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01