scholarly journals Accepting test-anxiety-related thoughts increases academic performance among undergraduate students

Psihologija ◽  
2012 ◽  
Vol 45 (4) ◽  
pp. 417-432
Author(s):  
Ibrahim Senay ◽  
Mustafa Cetinkaya ◽  
Muhammet Usak
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Undergraduate Students ◽  
Test Performance ◽  
College Freshmen ◽  
Intrusive Thoughts ◽  
Alternative Strategy ◽  
Negative Effect ◽  
Per Se ◽  
Unwanted Thoughts

Given that unwanted thoughts are enhanced when suppressed, we tested among college freshmen who were about to take an academic exam if an acceptance strategy consisting of not suppressing intrusive thoughts will improve test performance. This strategy proved superior to students? own default strategies as much as a modified, alternative strategy, avoiding the antecedents of intrusive thoughts. Moreover, the combination of the two strategies counteracted a stronger, negative effect of test anxiety on test performance as compared with each strategy used alone. The results suggest that not only intrusive thoughts per se but also the suppression of these thoughts can disrupt test performance, and hint that approaching such thoughts with acceptance may not interfere with simultaneously working toward avoiding the antecedents of these thoughts.

The White Bear Suppression Inventory (WBSI) focuses on failing suppression attempts

2003 ◽  
Vol 17 (4) ◽  
pp. 285-298 ◽  
Author(s):  
Eric Rassin
Keyword(s):  
Factor Analysis ◽  
Control Strategy ◽  
Large Study ◽  
Thought Suppression ◽  
Clinical Sample ◽  
Experimental Studies ◽  
Intrusive Thoughts ◽  
Per Se ◽  
Unwanted Thoughts

Experimental studies have produced evidence to suggest that suppressing unwanted thoughts paradoxically results in even more unwanted thoughts. Therefore, suppression is considered to be an inadequate control strategy. Wegner and Zanakos (1994; Journal of Personality, 62, 615–640) introduced the White Bear Suppression Inventory (WBSI) as a measure to identify people who chronically tend to suppress unwanted thoughts. However, recent studies suggest that the WBSI does not exclusively measure thought suppression, but also addresses the experience of intrusive thoughts. Hence, the WBSI does not seem to measure suppression per se, but rather failing suppression. Three studies elaborate on this idea. In study 1, factor analysis of 674 non‐clinical WBSI scores is found to support the hypothesis that the WBSI addresses both suppression and intrusion. By and large, study 2 replicates these findings in a clinical sample (N=106). In study 3, an alternative suppression questionnaire is introduced, focusing on suppression and intrusions, but also on successful suppression. It is concluded that the WBSI, and thought suppression research in general, is biased toward failing suppression attempts, and has ignored the possibility of successful suppression. Copyright © 2003 John Wiley & Sons, Ltd.

Feedback, Test Anxiety and Performance in a College Course

1998 ◽  
Vol 82 (1) ◽  
pp. 203-208 ◽  
Author(s):  
J. W. Clark ◽  
P. A. Fox ◽  
H. G. Schneider
Keyword(s):  
Test Anxiety ◽  
Undergraduate Students ◽  
Test Performance ◽  
Anxiety Scale ◽  
Course Performance ◽  
Test Feedback ◽  
Scale Scores ◽  
Lower Test ◽  
And Performance ◽  
Unit Tests

The effects of three forms of test feedback and text anxiety on test performance were examined within the context of a self-paced, criterion-based course in educational psychology. 73 undergraduate students completed seven units of work and were evaluated by computer-administered unit tests. Students were randomly assigned to one of three test feedback forms: (1) item-by-item knowledge of responses, (2) answer-until-correct, and (3) delayed feedback. Students received their assigned feedback during the first two units, after which they were allowed to choose. Test anxiety was measured prior to testing on Sarason's Test Anxiety Scale and during testing on an item administered by the computer program. Students who reported high test anxiety on the Test Anxiety Scale experienced more anxiety during testing than students reporting low test anxiety. Anxiety during testing was not related to type of feedback, and the two variables were not related to course performance on the second unit. Data collected at the conclusion of the semester indicated that students who reported higher test anxiety required more attempts to pass unit tests than those reporting lower test anxiety. Given a choice, students preferred answer-until-correct feedback. This preference was not related to Test Anxiety Scale scores. Anxiety during testing was not related to being allowed to choose forms of feedback.

scholarly journals Exam anxiety in college students

2020 ◽  
Author(s):  
Nisha Pagaria
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Standard Deviation ◽  
Gender Difference ◽  
Test Anxiety ◽  
Undergraduate Students ◽  
Female College Students ◽  
Male And Female ◽  
The Mean ◽  
Exam Anxiety

Test anxiety is a psychological condition in which individuals experience outrageous distress and anxiety in testing circumstances. It is a form of performance anxiety. Fear of exams influence the academic performance of students in the exam. It is an irrational distress that can also lead to avoidance of the feared situation. The objective was to study the level of test anxiety in college students and observe the gender difference in test anxiety. Using purposive sampling, the sample size consisted of 120 undergraduate students (Male = 60, Female = 60). The instrument used for the study was Westside Test Anxiety Scale. The mean score and standard deviation of test anxiety are 28.18and 7.65 respectively. The t-test was conducted to observe the gender difference in test anxiety. The results came out to be that there is a significance difference between male and female college students on test anxiety.

scholarly journals Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

2020 ◽  
Vol 17 (5) ◽  
pp. 1523
Author(s):  
Myrto Mavilidi ◽  
Kim Ouwehand ◽  
Nicholas Riley ◽  
Paul Chandler ◽  
Fred Paas
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Test Anxiety ◽  
Test Performance ◽  
Primary Schools ◽  
Sixth Grade ◽  
Moderate Intensity ◽  
High Anxious ◽  
Anxiety Levels ◽  
Math Test

(1) Background: Test anxiety has been found to negatively affect students’ mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11–12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (e.g., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children’s anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.

scholarly journals IMPACT OF PSYCHOLOGICAL HEALTH ON ACADEMIC PERFORMANCE OF MEDICAL STUDENTS. WHERE DO WE STAND?

2020 ◽  
Vol 11 (3) ◽  
pp. 31-38
Author(s):  
Hamna Khan ◽  
Ain ul Momina ◽  
Muhammad Zeeshan Sarwar
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Self Efficacy ◽  
Satisfaction With Life ◽  
Psychological Problems ◽  
High Achievers ◽  
Satisfaction With Life Scale ◽  
Negative Effect ◽  
General Self Efficacy

 ABSTRACT BACKGROUND & OBJECTIVE: The objective of our study is to evaluate the prevalence of anxiety, stress and depression in undergraduate MBBS students to correlate it with self-efficacy, life satisfaction and to evaluate its effect on academic performance. We have also considered the relation between academic year and last year score. METHODOLOGY: A total of 800 self-administered questionnaires were filled by 1st year to final year undergraduate students using non-probability, purposive sampling. The 10-minute questionnaire comprised of four sections: (1) demographics (2) Depression, Stress and Anxiety Scale (DASS ) 21 scoring system (3) Satisfaction with Life Scale (4) General Self-Efficacy Scale. The demographic questions included participants’ age, gender, and year of study, residence and last year professional examination score percentage. A percentage below 50% was named as low achievers. A percentage from 50% to 70% was considered as moderate achievers and above 70% as high achievers.  RESULTS: In this sample of 505 students 180 (35.6%) were male undergraduates consisting of 18.6% from 1st year, 26.5% from 2nd year and 20.8%, 18% and 16% from 3rd year, 4th year and final year respectively. The depression, anxiety and stress rate were 69.5%, 78.6% and 63.4% respectively. Generally, depression, anxiety and stress were found more in females as compared to males. Anxiety was more common as compared to stress and depression. Students of 4th year were experiencing least psychological stress. CONCLUSION: Moderate level of depression, stress and anxiety is necessary for good grades but excess of these psychological problems leads to emotional exhaustion and has a negative effect on learning and academic score. These psychological problems also lower the general self-efficacy of a student and are associated with low satisfaction with life.

scholarly journals Effect of digital media on academic performance in undergraduate students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sarita Modi ◽  
Manila Jain
Keyword(s):  
Academic Performance ◽  
Social Network ◽  
Academic Success ◽  
Social Networking ◽  
Digital Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Social Network Sites ◽  
Site Use ◽  
Negative Effect

Background: No doubt, new communication technology has turned the whole world into a "Global Village". Technology, as it is, though, like two sides of a coin, carries both the negative and the positive sides of it. It allows people to be well educated, enlightened, and keep up with changes in the world. Technology is exposing society to a new way to do stuff. Objective of the study: Effect of digital media on academic performance in undergraduate students. Materials and Methods: The research population consisted of all students who from 2017-2020 academic years are studying at Malwanchal University willing to participate in the study and complete the questionnaires entirely. Stratified sampling at random was done. Variables of social media use were measured by the Merton (1968) social network site use scale and academic performance was evaluated according to the self-reported GPA. Results: The results showed that the mean percentage of users belonging to low social network sites among the sample categories, average users of social network sites and high users of social network sites varied significantly. Conclusion: The use of social networking sites on the Internet has a negative effect on academic success. The value of learning to balance the use of social networking sites for better purposes is found to aid in their academic standing. Keywords: Social Network Sites (SNSs), Academic performance

scholarly journals A influência da procrastinação no desempenho acadêmico e o papel moderador do senso de poder pessoal

2017 ◽  
Vol 25 ◽  
pp. 20
Author(s):  
Elder Semprebon ◽  
Hugo Dias Amaro ◽  
Ilse Maria Beuren
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Structural Equations ◽  
Moderator Variable ◽  
Multivariate Tests ◽  
Descriptive Research ◽  
Negative Effect ◽  
Survey Sample ◽  
Sense Of Power

This study aims to verify the procrastination influence on undergraduate students’ academic performance, regarding the sense of power as a moderator variable. A descriptive research was carried out from a survey sample of 469 students registered in Accounting Sciences, Economic Sciences, Administration, Marketing and Tourism courses, enrolled in a private undergraduate institution. The data collected was analyzed through descriptive statistics, multivariate tests and structural equations modeling. Results indicated that procrastination exerts a negative and significant influence on students’ academic performance (H1). In order to broaden understanding, a moderation analysis of the model was conducted and it was found that the direct negative effect occurs under limited conditions, since the procrastination influence happens only among subjects with a low sense of power (H2). Therefore, the present results enhance the study of procrastination influence on academic performance by highlighting its relation with the moderating role of the sense of power.

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