Beyond individual factors: Contextual factors matter for students' test anxiety

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Audrey-Ann Journault , Alexe Bilodeau-Houle , Félix Duplessis-Marcotte , Isabelle Plante , Charles-Édouard Giguère , Sonia J. Lupien
{"title":"Beyond individual factors: Contextual factors matter for students' test anxiety","authors":"Audrey-Ann Journault ,&nbsp;Alexe Bilodeau-Houle ,&nbsp;Félix Duplessis-Marcotte ,&nbsp;Isabelle Plante ,&nbsp;Charles-Édouard Giguère ,&nbsp;Sonia J. Lupien","doi":"10.1016/j.jsp.2025.101434","DOIUrl":null,"url":null,"abstract":"<div><div>This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (<em>N</em> = 626; 209 girls, 260 mothers, mostly White, child <em>M</em><sub>age</sub> = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101434"},"PeriodicalIF":3.8000,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S002244052500007X","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0

Abstract

This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (N = 626; 209 girls, 260 mothers, mostly White, child Mage = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.
超越个人因素:环境因素对学生的考试焦虑很重要
本研究探讨了个别因素、父母因素和学校因素对学生考试焦虑的影响。2019年,339对加拿大亲子二人组(N = 626;来自13所学校的209名女孩、260名母亲(主要是白人,儿童年龄= 15.2)在两个时间点(2019年5月/ 6月和2019年10月/ 11月)完成了自我报告验证量表。多层次混合效应模型的结果显示,四个月后,消极压力心态、完美主义和低自主动机显著地预测了16%的学生的考试焦虑。当还考虑到父母和学校相关因素时,父母的特质焦虑(5%)、学校类型和学校水平预测了一小部分额外的方差(4%),与控制动机、父母做法、环境感知威胁和社会经济地位相反。结果在学生和家长性别之间没有显著差异。研究结果表明,除了个体因素外,一些情境因素在解释学生考试焦虑方面发挥了额外的独特作用,从而为减少学生考试焦虑的干预提供了可能的新情境目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信