Environmental Affordances Predict IQ Test Performance of Kenyan High School Students

2012 ◽  
Author(s):  
Betty R. Onyura ◽  
Steven F. Cronshaw
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
School Students ◽  
Iq Test

scholarly journals Are High School Students Accurate in Predicting Their AP Exam Scores?

2021 ◽  
Author(s):  
Teresa Ober ◽  
Maxwell Hong ◽  
Matt Carter ◽  
Alex Brodersen ◽  
Daniella Alves Reboucas
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
Parental Education ◽  
High Stakes Testing ◽  
School Students ◽  
Self Assessment ◽  
High Stakes ◽  
Overconfidence Bias ◽  
Ap Exam

Are high school students accurate in predicting test performance? If so, do their predictions explain variation in performance, even after accounting for other factors? We examined these questions in two testing contexts (low-stakes and high-stakes) among students enrolled in a high school advanced placement (AP) statistics class. We found that even two months before taking the exam, students were moderately accurate in predicting their scores on the actual AP exam (κweighted = .62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias was associated with the students’ school. Results indicated that students’ predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students’ self-assessment for learning.

scholarly journals Tense of Psychological Distancing Self Talk and Test Performance Among GT High School Students

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Nikitha Kota ◽  
Amanda Venta
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Test Performance ◽  
School Students ◽  
Algebra Students ◽  
Test Taking ◽  
Self Talk ◽  
Control Message ◽  
Third Person

Test taking is ubiquitous in academic life. Often, a student’s desire to perform well in these evaluative situations leads them to experience test-anxiety. However, test-anxiety has been repeatedly correlated with reduced test performance. Research suggests that reappraisal interventions promote the reduction of test anxiety which may result in improved test performance. But can linguistic tense mediate the effect of these interventions? If so, are these interventions helpful for GT students for whom test anxiety is a significant concern? This intervention study tested whether reading a message containing a type of reappraisal technique, objective psychological distancing, in a certain linguistic tense could reduce test anxiety and improve test performance for high school GT algebra students. Two hours before taking an exam, students read one of three messages: a first-person distancing, a third-person distancing, or a control message. There existed a slight improvement in student test performance from the control condition to the distancing conditions, yet this trend was not statistically significant.  

Temporal Organization in Prose

1977 ◽  
Vol 14 (2) ◽  
pp. 115-123 ◽  
Author(s):  
Raymond W. Kulhavy ◽  
Richard F. Schmid ◽  
Carol H. Walker
Keyword(s):  
High School ◽  
High School Students ◽  
Free Recall ◽  
Test Performance ◽  
Temporal Organization ◽  
Superior Performance ◽  
Random Condition ◽  
School Students

Sixty high school students studied two, five-paragraph text passages in which the content was organized around either a semantic, temporal, or random theme. Half of the learners in each group were instructed to try to organize the material in some fashion which would aid them in remembering it on a later test. All students received free recall, semantically cued and temporally cued tests following reading. In free recall, both the semantic and temporal organization formats yielded superior performance compared to the random condition. For the cued tests, the most words were remembered when the mode of organization matched the type of test cue. There were no effects for the instructions to organize. These data indicate that what people remember from text is strongly influenced by both the structure of the content, and the type of test performance required.

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