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How does test anxiety impact self testing and subsequent performance in…
How does test anxiety impact self testing and subsequent performance in high stake situations? Liu, S., Zhao, W., Shanks, D. R., Hu, X., Luo, L., & Yang, C. (2024). Effects of test anxiety on self-testing and learning performance. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09882-1
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Analyzed data from high school students via survey which found 1)TA negatively predicted students daily use of self testing 2)Self testing usage mediated negative association between TA and academic performance
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Independent Variable: Trait test anxiety (TA) assessed through questionnaires
Dependent Variable: Academic performance measured through scores on midterm exam
Method
471 high school students collected in Northwestern China
1) participants who did not finish questionnaires on academic assessment
2) participants who responded with same answer to all questionnaire items
WERE EXCLUDED !
After exclusion-->459 students (230 female) were available for final analyses
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Quasi experiment showed that students were less likely to test themselves when preparing for a high stake than a low stake exam
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Independent Variable: Test Stake level ( Low or High) manipulated by letting students know how their exam scores affect the final grade
Dependent Variable: Self testing choice/The frequency of students choosing to self test for midterm exam
Directly manipulated the stake level of midterm exam in statistics for Psych course
- Predicted differential evaluations of high/low stake tests would affect learning self testing choices
- 25 undergraduate participants (small #)
because of small #-->test stake was manipulated (High Vs Low) by using within subject design
- Sample size was determined by class size
Hypotheses:
H0: TA doesn't affect academic performance and self testing doesn't influence the relationship between TA an academic performance
H1: Test taking lowers academic performance due to reduction of self testing
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Demonstrated that a high stake test provoked high state anxiety which then induced avoidance of self testing and ultimately impaired learning
Experiment 3
Method
Employed a between subjects manipulation of test stake and included a state anxiety manipulation check in both high and low stake conditions
- 114 undergraduate students
Recruited from two teaching classes with 57 students in each class
- sample size determined by class size
Class 1-->assigned randomly to high stake condition
Class 2-->assigned randomly to low stake condition
- All completed task together in a classroom with 70 computers
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Hypotheses:
H0: Exam stake level (High vs Low) does not affect students self testing choice
H1: Students are less likely to use self testing for high stake exams than for low stake exams
Hypotheses:
H0: Anxiety and test stake level (High Vs Low) doesn't affect students self testing or learning outcomes
H1: High anxiety in high state conditions leads to reduction of self testing and reduced learning outcomes
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Discussion :
Higher test anxiety (TA) led to less self testing (r = 0.19, p<0.001) and lower academic performance ( r = -0.38, p<0.001)
Self-testing was positively linked to academic performance ( r = 0.17, p<0.001)
TA negatively affected performance through reduced self testing ( axb = -1.71, p = 0.04)
correlational design limits causual inferences
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Discussion:
Within-subjects was used to compare self testing preferences in high-stake versus low-stake conditions
Students preferred self testing less for high stake concepts (M=0.35,SD=0.31) than low stake ones (M=0.55,SD=0.38)
t(24)= -2.71, p = 0.01, d = 0.54, BF10=4.00
Cognitive test anxiety (TA) and beliefs about self testing and restudying drive the observed effect rather than differences in state anxiety
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Discussion:
t-tests,ANOVA and mediation analyses were used
This shows that high-stake tests increased state anxiety(p<0.001) and decreased self testing choices(p<0.001) which impaired final test performance
Results indicated state anxiety fully mediated relationship between test stake and self testing choices contributing to poorer performance
(β= -0.010, 95% CI[ -0.022,-0.002]
Conclusion:
Test anxiety negatively impacts academic performance , with reduced self testing mediating this effect
conclusion
High test anxiety reduces self-testing preferences, with student favoring restudying over self-testing in high-stakes conditions
Conclusion
High-stake tests increase state anxiety, reduce self-testing choices, and negatively impact performance. State anxiety influences the relationship between test stake and self testing behavior
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