Emotional Experiences during Test Taking: Does Cognitive Ability Make a Difference?

Autor/inn/en	Goetz, Thomas; Preckel, Franzis; Pekrun, Reinhard; Hall, Nathan C.
Titel	Emotional Experiences during Test Taking: Does Cognitive Ability Make a Difference?
Quelle	In: Learning and Individual Differences, 17 (2007) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2006.12.002
Schlagwörter	Mathematics Achievement; Academic Achievement; Achievement Tests; Ability Grouping; Statistical Analysis; Grade 6; Abstract Reasoning; Anxiety; Cognitive Ability; Psychological Patterns; Student Attitudes; Individual Differences; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Homogene Gruppierung; Niveaugruppierung; Streaming; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06; Abstraktes Denken; Denken; Angst; Denkfähigkeit; Schülerverhalten; Individueller Unterschied; Ausland; Deutschland
Abstract	This study examined test-related experiences of enjoyment, anger, anxiety, and boredom in a sample of 2059 German school students (50% female) from grade 6, and how they relate to students' abstract reasoning ability (ARA). Emotions were assessed immediately before, during, and after a mathematics achievement test. Analysis of variance showed that emotions experienced during the test situation differed based on students' ARA level, with correspondence analysis revealing substantial differences between the emotional profiles of different ability groups. Enjoyment proved to be most prominent in students with high ARA, whereas anger and anxiety were predominant for students with low ARA. Boredom was found to be highest among students in the intermediate ARA group. Implications for research and practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10