Sentences with phrase «reported test anxiety»

We expected higher reported test anxiety on open ended versus recognition types of test items (Nassar, Qaraeen, & Abu Naba» h, 2011).

1) Are there differences in students» reported test anxiety based upon test type, gender, and class standing?

Test type was also explored as a factor in students» reported test anxiety in Study 4.

Not exact matches

«The Common Core Task Force Report has 21 common sense recommendations we've been seeking for several years including reducing the amount of testing and testing anxiety, making sure curriculum and exams are age appropriate and not placing such a heavy emphasis on teacher evaluations and student performance on the standardized test scores.»

Teachers have also said they now spend too many classroom hours giving tests to their students, and report the exams have led to outbreaks of anxiety.

The researchers note that adopting these simple, inexpensive interventions could be especially helpful in light of recent reports citing anxiety and pain as potential harms from breast cancer screenings and testing.

A professor of psychiatry at the Penn State College of Medicine and Milton S. Hershey Medical Center in Hershey, Pennsylvania, Beidel reports that up to 40 percent of children in school and college may suffer from test anxiety.

An individual student's physiological synchrony links to their reported confidence, test anxiety and intrinsic motivation.

They also report the students are more relaxed and there is less test anxiety.»

When a 4th grader reports that she felt she «was going to die» from test anxiety, she's telling the truth.

Hence, the Berkeley Puppet Interview uses child - friendly puppets to help preschool - aged children identify symptoms.21 One novel assessment, the Picture Anxiety Test, uses pictures to aid young child report of anxAnxiety Test, uses pictures to aid young child report of anxietyanxiety.22

A number of studies reported the negative impact of test anxiety on academic performance (Spielberger, Anton, & Bedell, 2015).

Further, as reported in previous research and consistent with findings from Study 1, females reported significantly more test anxiety than did males, t (260) = 2.55, p < 0.05 There were no gender differences indicated for self - efficacy or

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Four studies report the development and psychometric properties of the new Self - Regulated Learning Test Anxiety Scale (SRLTAS).

Numerous studies have reported correlations between self - handicapping and test anxiety.

Others have reported stability in college students» test anxiety within a given semester.

Although the SRLTAS focuses on elements of test anxiety not tackled in other instruments, the underlying experience of test anxiety would likely be experienced and reported across inventories.

Pintrich and Garcia (1993) also reported stability of test anxiety and of cluster affiliations of college students who had been administered the Motivated Strategies for Learning Questionnaire.

Previous research has indicated that females report more test anxiety than males (Everson et al., 1991; Kosmala - Anderson & Wallace, 2007: Hembree, 1988).

The report also lists which positive outcomes the program or practice might produce, such as reducing aggression, improving motivation or addressing test anxiety.

Independent sample t - tests revealed that older rapid regulators had significantly lower levels of trait anxiety, t (22) = 3.22, p <.01, and neuroticism, t (23) = 2.39, p <.05, and reported experiencing depressive symptoms significantly less often than their younger counterparts, t (22) = 3.16, p <.01.

As shown in Figure 1, we found that older adults who quickly regulated their mood reported significantly less trait anxiety compared with those who did not, t (18.43) = 2.13, p <.05 (A Levene's test revealed that the variances were not equal.

Compared with the passive control group, those in the intervention group showed significantly better post-training scores on measures of IQ, inhibition, test anxiety and teacher - reported behaviour, attention and emotional symptoms.

Using the Maudsley Marital Satisfaction Scale (MMQ: Arrindell et al. 1983), on which a high score indicates marital dissatisfaction, Verhaak et al. (2005a, b) reported a positive association between marital dissatisfaction and change in anxiety and depression both 4 weeks following, and 6 months following a negative pregnancy test.