TEST ANXIETY AND STUDENT PERFORMANCE AMONG HIGH

This research reviews literature relevant to the relationship between test anxiety and academic performance among high school students. At a general level, a test is any measurement that yields quantitative data (Chaplin, 1989, p. 558). A school room examination is a test within this context, and the numerical grade received on such an examination is a measure of a subject's performance on a test of this type. At a general level, anxiety is a feeling of mingled dread and apprehension about the future without a specific cause for such fear (Chaplin, 1989, p. 42). Test anxiety is a more specific phenomenon in which a graded examination is the object inducing fear, and in which the character of the apprehension is a fear of performing poorly (failing) the examination in question.

The preliminary review of the literature related to test anxiety revealed four areas that merited more intensive examination. These areas are gender differences associated with test anxiety among high school students, the causal relationship between test anxiety and academic performance among high school students, appropriate therapies for high school students experiencing test anxiety, and appropriate methodologies for the measurement of text anxiety among high school students. The findings of the review of literature relevant to these four areas of interest are presented in the remaining discussions of this paper.

. . .
st anxiety are associated with lower-levels of academic performance were generally consistent with the other reports in the literature concerning this relationship. Van Boxtel and Monks (1992, pp. 169-186) reported the results of an investigation wherein a conclusion also was drawn to the effect that test anxiety is affected by academic performance to a greater extent that the reverse relationship is true. This conclusion support that drawn by Williams. As was true with respect to the Williams (1990, pp. 51-57) study, however, a strong causal relationship was not established by Van Boxtel and Monks (1992, pp. 169-186) to justify the conclusion that test anxiety is primarily a manifestation of poor prior academic performance, as opposed to a conclusion that test anxiety leads to poor academic performance.. The general thrust of the studies reported in the literature is that high levels of test anxiety among high school students are manifested by reduced levels of academic performance. While some researchers contend that test anxiety is a manifestation of academic performance, most researchers contend that it is academic performance that is affected by test anxiety. All researchers agree, however, that a strong relationship ex
. . .

Some common words found in the essay are:
Turkey United, Michael Hocevar, Aptitude Test, Anxiety Inventory, STUDENTS Introduction, Anxiety Scale, test anxiety, Boxtel Monks, Felson Trudeau, Cognitive Modeling, Summary Conclusion, school students, academic performance, 1991 pp, levels test, levels test anxiety, anxiety academic performance, anxiety academic, anxiety school, anxiety school students, test anxiety academic, pp 441-445, female school students, female school, performance school,
Approximate Word count = 3689
Approximate Pages = 15 (250 words per page)

More Essays on TEST ANXIETY AND STUDENT PERFORMANCE AMONG HIGH