HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING

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Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis (2018, methodology): “If the field is to realize a meaningful step toward identification and treatment as proposed by leaders within the discipline (Segool et al., 2013; von der Embse et al., 2014), steps must be taken toward the identification of a simple and reliable method for identifying at-risk learners.”
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “As previouslymentioned, both forms of academic anxiety (MA and TA) are far-reaching and tend to have a detrimental impact on academic performance (Hembree, 1990; Ma, 1999; Putwain, 2008; Segool et al., 2013).”
The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging (2014, background): “consequences) of that exam (Lowe et al. 2008; von der Embse and Hasson 2012; Segool et al. 2013) and the earlier work showing that a threat appraisal is more likely when extrinsic value is high (Remedios and Putwain 2013).”