Factors, including curriculum, that relate to test anxiety experienced by secondary students: a study based on High school and beyond

Simple item page
dc.contributor.authorEvers-Lush, Mary Jeanen
dc.contributor.committeechairSchmidt, B. Juneen
dc.contributor.committeememberCamp, William G.en
dc.contributor.committeememberHillison, John H.en
dc.contributor.committeememberLipscomb, Thomas J.en
dc.contributor.committeememberSchnitzer, Martin C.en
dc.contributor.committeememberStewart, Jeffrey R.en
dc.contributor.committeememberStrickland, Deborah C.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:21:14Zen
dc.date.adate2005-10-14en
dc.date.available2014-03-14T21:21:14Zen
dc.date.issued1991-11-15en
dc.date.rdate2005-10-14en
dc.date.sdate2005-10-14en
dc.description.abstractIn education, tests are used as indications of students' success or failure. Inferior test performance has been shown to be associated with the debilitating effects of evaluation stress. An educator's task is to provide opportunities for students to enjoy learning experiences that allow for success. Teachers must, therefore, be aware of factors that might impede this process. The purpose of this study was to determine levels of test anxiety (TA) perceived to be experienced by secondary students, as well as the relationship to TA of students' personal characteristics, home environment characteristics, participation in co- and extra-curricular activities, performance on cognitive tests, and curriculum type. The sample used for the third fol1owup of the High School and Beyond (HSB) 1980 Senior Cohort (n=ll,995) was examined for this study. A TA index was constructed using data from three questions from Section 7 of the HSB cognitive test. Results of item analysis and Kuder-Richardson Internal Consistency Reliability Estimate (KR-20) indicated that the index had internal consistency and low to moderate reliability. A second item analysis, using supplemental variables, indicated that the index was valid. Transformation of student responses to TA index items, assigned students TA scores ranging from -13 to +13, with -13 representing the minimum level of TA. Only six (.01%) of the students scored +13, the highest TA level. TA scores for 11% of the students indicated high levels.en
dc.description.degreeEd. D.en
dc.format.extentvii, 158 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10142005-103110en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10142005-103110/en
dc.identifier.urihttp://hdl.handle.net/10919/39878en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.E947.pdfen
dc.relation.isformatofOCLC# 25678573en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.E947en
dc.subject.lcshHigh school students -- United States -- Longitudinal studiesen
dc.subject.lcshTest anxietyen
dc.titleFactors, including curriculum, that relate to test anxiety experienced by secondary students: a study based on High school and beyonden
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LD5655.V856_1991.E947.pdf
Size:
4.43 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations