دورية أكاديمية
Functional Measurement Applied to Engineering Students' Test Anxiety Judgment for Online and Face-to-Face Tests
| العنوان: | Functional Measurement Applied to Engineering Students' Test Anxiety Judgment for Online and Face-to-Face Tests |
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| اللغة: | English |
| المؤلفون: | Hedlefs-Aguilar, Maria Isolde (ORCID |
| المصدر: | European Journal of Educational Research. 2021 10(3):1599-1612. |
| الإتاحة: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Anxiety, Engineering Education, Algebra, College Students, Computer Assisted Testing, Test Format, Synchronous Communication, Context Effect, Cognitive Processes, Goal Orientation, Difficulty Level, Behavior Patterns, Coping, Correlation, Response Style (Tests), Foreign Countries |
| مصطلحات جغرافية: | Mexico |
| تدمد: | 2165-8714 |
| مستخلص: | This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1307683 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2165-8714 |
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