Test Anxiety: The State of the ArtSpringer Science & Business Media, 27 dic 2005 - 440 pagine Examination stress and test anxiety are pervasive problems in modern society. As the information age continues to evolve, test scores will become even more important than they are today in evaluating applicants for demanding jobs and candidates for admission into highly competitive educational programs. Because test anxiety gen- ally causes decrements in performance and undermines academic achievement, the development of effective therapeutic interventions for reducing its adverse effects will continue to be an important priority for counselors, psychologists, and educators. Alleviating test anxiety will also serve to counteract the diminished access to edu- tional and occupational opportunities that is frequently experienced by test-anxious individuals. As its title promises, this volume provides a state-of-the-art evaluation of the nature, antecedents, correlates, and consequences of examination stress and test anxiety. Professor Zeidner’s cogent and comprehensive analysis of the affective, cognitive, somatic, and behavioral manifestations of test anxiety are grounded in the extensive knowledge he has gained from his own research on the assessment and treatment of test anxiety. This work has also benefitted from the author’s lo- standing and productive collaboration with leading contributors to test anxiety theory and research, and his active participation in national and international conferences devoted to understanding test anxiety, including those convened by the Society for Test Anxiety Research (STAR). |
Sommario
Settings | |
Summary | |
Sampling the Domain | |
Sampling and Establishing Scale Norms | |
Establishing Scale Reliability | |
Summary | |
ANXIETY | |
History of Failure Experiences in Evaluative Contexts | |
Situational Variables | |
Summary | |
Emotional States | |
Coping Anxiety and Test Performance | |
Optimizing Procedures | |
needed directions for future research | |
Altre edizioni - Visualizza tutto
Parole e frasi comuni
ability academic achievement anxi anxiety levels anxious subjects appraisals arousal assessed behavior child’s classical conditioning client cognitive cognitive restructuring component conceptualized construct contexts correlations Covington cues Deffenbacher deficits emotion-focused emotional Emotionality environment evaluative situations evaluative stress evidence exam situation examinees expectancies experience experimental facets factor analysis factors failure feedback Folkman Furthermore grades high-test-anxious students high-test-anxious subjects hypothesis I. G. Sarason impact increase individual’s interaction internal validity low-test-anxious subjects M. W. Eysenck mance measures Meichenbaum memory metacognitive motivational negative nomological network one’s outcomes parental perceived person physiological problem procedures R. S. Lazarus reactions relationship relaxation reported response sample Schwarzer scores self-efficacy self-handicapping skills social specific Spielberger standard deviation suggests systematic desensitization test anxiety research test anxiety scale test performance test situation test-anxious students test-anxious subjects threat tion trait anxiety treatment validity variables whereas Wigfield worry Zeidner