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Journals / European Journal of Educational Research / 2019 / Cilt: 8 Sayı: 1

Test Anxiety: Gender Differences in Elementary School Students

Utkun AYDİN
Pages
21–30
Publication Date
2019-01-15
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Students’ test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions.
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Key Findings & Data:This study examined: (i) whether there is a pattern of correlations exist among three dimensions of test anxiety that are tapped by the Children’s Test Anxiety Scale (Wren & Benson, 2004) and (ii) whether gender differences exist in the strength of these test anxiety dimensions.
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Conclusion & Impact:Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females.
🔬Design:Research Article
📍Scope:2004 Verileri
⚙️Variables:Test anxiety · test attitude · gender differences

Abstract

Students’ test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there is a pattern of correlations exist among three dimensions of test anxiety that are tapped by the Children’s Test Anxiety Scale (Wren & Benson, 2004) and (ii) whether gender differences exist in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = .57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, Ƞ2 = .012 and Ƞ2= .016; but quite a small male advantage for off-task behaviors Ƞ2=.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.

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Cite This Article

AYDİN, U. (2019). Test Anxiety: Gender Differences in Elementary School Students. European Journal of Educational Research, Cilt: 8 Sayı: 1, 21–30. https://ajindex.com/articles/987174

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References (2)

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