按性别和年级分列的加纳教育学院学生认知考试焦虑与学习成绩的假设

Bakete R.A., Akurugu D.A.
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引用次数: 0

摘要

考试焦虑和压力等心理因素是影响学生学习效果和学业成绩的重要指标。本调查研究了教育学院学生的考试焦虑和考试成绩在性别和年级上的差异。本次调查通过分层随机抽样技术共选取了 236 名师范生。调查使用了 Cassady 和 Johnson(2002 年)的认知考试焦虑量表(α=0.91),并借助社会科学统计软件包(SPSS)22 版计算了频率计数、百分比和独立样本 t 检验。研究显示,女生的考试焦虑水平较高(p=0.004),但 100 级和 200 级学生之间的认知考试焦虑在统计学上不显著(p ≥ 0.05)。建议教师、家长和教育管理者应通过认知、情感、动机和行为策略来支持和增强教育学院学生的自尊心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Hypothesizing Cognitive Test Anxiety and Academic Performance by Gender and Grade Levels of Colleges of Education Students in Ghana
Psychologicalfactors such astest and examination anxiety and stress are important indicators of students’ learning outcomes and academic performance. This surveylooked at cognitive test anxiety and examination scores of college of education students by gender and grade level differences. A total of 236 teacher trainees were selected via stratified and random sampling techniques for the survey. The cognitive test anxiety scale [CTAS] (α=0.91) by Cassady and Johnson (2002) was used to conduct the survey.Frequency count, percentage and independent samples t-test were computedwith the aid of Statistical Package for Social Sciences (SPSS) version 22. The study revealed high levels of examination anxiety among female students (p=0.004), but the cognitive test anxiety between level 100 and level 200 studentswas statistically insignificant (p ≥ .05). It is recommended that teachers, parents and educational administrators should support and boost the self-esteem of college of education students through cognitive, affective, motivational and behavioural strategies.
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