...HẢI VÂN BABAUN15010 Task 15 page 59 Test anxiety is known as concern and solicitude about upcoming tests that leads to mentally related problems such as stomachache, headache, feeling sick… Since test anxiety is an uneasiness caused by tests, it makes students earn score below their capability. There are reasons to consider test anxiety as a vital problems. First, as mentioned above, it leads to illness which has nothing to do with the organism, but relates to psychology. People’s worries tend to manifest in non-verbal signs: stomachaches, difficulty sleeping, and a persistent urge to leave the classroom to go to the bathroom. Second, it reduces the efficient productivity. When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. Due to tension before and during the test, people might do worse than their real aptitude, which will bring about bad results. The outcome worse than the competence will discourage people with test anxiety and they might get even more nervous the next time. Third, in long term, it may turn into a phobia. A test phobia is a higher level of test anxiety that will cause more serious problems. Instead of getting nervous and cannot do as well as they usually do, people who suffer test phobia cannot even face the exam and get sick for several days. To overcome test anxiety, there are numerous ways for people who suffering...
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...Test anxiety is a combination of physiological over-arousal, tension and somatic symptoms, along with worry, dread, fear of failure, and catastrophizing, that occur before or during test situations. According to research it's caused by Cramming the night before the exam, poor study habits, poor time management, lack of organization of the text, notes, and homework are examples of being unprepared. Test anxiety can also be caused by worrying about past test Although what I am saying is not always true, it is more of an opinion. Even though there is a downside to my opinion, it does not change the effect of test anxiety.Test anxiety is very bad and it can affect you in many ways Test anxiety can affect people in many ways and it can become very...
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...I have overcome most of my test anxiety. Now that I’m older I can look upon my past for learning moments for myself; one of those being tests. My mindset now, is that are indicators of how well I’m processing and understand the knowledge and information I’m taking in. Therefore, when I do well on test, I use this to gauge how I prioritize the class I achieved a good grade in, similarly if I had received a bad grade. Though, this mature mindset is completely new and fresh, before I had struggled greatly with tests. In my freshman year, I was failing math. Uninspired and lost, test were eventually stressors for me. Often I would look and slip through the pages unamused, and fall asleep or doodle on my papers, leaving the page half-done and...
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...In the article, the researchers conducted an experiment dealing with test anxiety in college students. They addressed the research question, “Does test anxiety affect academic performance in college student? If so, how and why does it affect performance?” The researchers addressed three hypotheses in the experiment. The hypothesis consisted of whether there is a potential role of differential study-related behaviors due to test anxiety and whether it affects their academic performance. The remaining two hypotheses were to examine possible differences of study-related behaviors between the students who have high and low test anxiety and to look at the effects of the study-related behaviors on their GPA incorporating both the high and low test...
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...Interdisciplinary Application and Special Case Masters (where there is no Established Program)Application Procedures for a Special Case Ph.D. Graduate Program All prospective graduate students who are non-Canadian should review the regulations that apply to International Students.In order to be complete, applications must include the following documents: * an FGSR application form application on-line only * official transcripts from all post-secondary institution attended * two confidential letters of recommendation (print and fill out) * resumé * personal statement of interest * all international applicants must submit proof of English proficiency in the form of an approved test score (ie TOEFL) sent directly from the testing service to the FGSR office* (minimum score requirements) * other test scores as requested (GMAT or GRE) (must be sent directly from the testing service to the FGSR office)** * any additional materials that may be required by a particular academic unit * a non-refundable application fee of $100.00...
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...IS PROHIBITED. Sample essay Topic: Test anxiety causes university students to underperform in their examinations. Discuss. Note: The essay is in the left column. In the right-hand column are short notes indicating which academic writing skills are being used in the essay, and page references for the textbook. Essay Comment This essay examines the relationship between test anxiety in university students INTRODUCTION General statement and their performance in examinations. Typically, universities use examinations of the essay topic (p. to test part or even all the knowledge of students, particularly in first-year 151) courses. As Burns (2004, p. 120) noted, examination results can determine if a Background from student passes a course or can progress onto further study, and may even the literature (p. 151) influence employment opportunities. Understandably, educators are concerned Sentence(s) to link that examinations are a fair indication of a student’s knowledge. One area of the background into the essay special interest is the role anxiety plays in relation to examination performance. ARGUMENT This essay argues that in general, test anxiety lowers performance slightly, STATEMENT Comprehensive although this is not evident in all situations, nor with all types of students. position (pp. 152–3) Further, it is argued that the main mechanism for this result appears to be that test anxiety leads to the development of interfering...
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...vary from what the students are experiencing while they are in college. One factor that we can consider is the media consumption like TV viewing and surfing of the internet but video game playing may have replace TV viewing as the most frequent form of media usage most likely for the male students according to Burgess (2012). Frequent players of video game usually ends up forgetting their home works or not reviewing for their exams but they may be using this as a reason to avoid doing these things and that causes their poor performance academically. Romantic breakup of a student can also be a cause of academic performance being poor. According to Field (2013) students with high breakup distress have high negative emotions like depression, anxiety, and anger which results to negative behavior like poor academic performance. Teachers or professors can also affect students’ academic performance through effective teaching or be the way they present their selves in front of the students. According to Foster (2010) teachers vary widely in their influence on...
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...“Anxiety affects an estimated 10 million Americans and is the third most common psychiatric illness in the world” (Jarvis 1). Anxiety is a common disorder that is serious in teens and young adults. People with anxiety worry or stress about simple everyday tasks and may affect their health. There are many ways to deal with anxiety and if you get the right help you can learn to handle it in an appropriate way. Anxiety is a common reaction to being stressed out or just the pure fear of something. Anxiety is a serious disorder that affects people throughout the world. Everyone deals with a little anxiety, which is common, but sometimes anxiety can be a little more than the body reacting to stress. Anxiety disorder is being nervous for really...
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...Foreign Language Anxiety in in-Class Speaking Activities Two Learning Contexts in Comparison Alessia Occhipinti Written by - Hilde Hasselgård A Thesis Presented to The Department of Literature, Area Studies and European Languages The University of Oslo in Partial Fulfilment of the Requirements Autumn Term 2009 Supervised by 1 Acknowledgments Writing this thesis has been a pleasurable process. I am grateful to my supervisor Hilde Hasselgård for her good advice and continuous support they offered. invaluable help throughout the process of writing this thesis, to the University of Oslo and to the University of Cardiff for useful information. I thank my family, mum, dad and Johannes for the University of Oslo, October 30, 2009 2 Table of contents 1. Introduction……………………………………………………………………………………6 1.1 Motivation……………………………………………………………………………………………………7 2. Theoretical background…………………………………………………………………9 2.1 Foreign Language Anxiety……………………………………………………………………………9 2.1.2 Debilitating and Facilitating Anxiety…………………………………………………………..12 2.1.5 Components and sources of Foreign Language Anxiety ……………………………...16 2.1.4 Different perspectives: Trait, State and Situation Specific Anxiety……………….14 2.1.1 Foreign Language Anxiety in early studies……………………………………………….....11 2.1.3 Foreign Language Anxiety in later studies…………………………………………………..13 2.1.5.2 Test Anxiety………………………………………………………………………………………………....19 2.1.5.3 Fear of Negative Evaluation…………………………………………………………………………...
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...Relationship between students’ achievement scores and scores on test anxiety scale (Total scale, Worry Scale and Emotional scale) Aspect N Pearson r Significance Total scale scores and achievement scores 138 - 0.653* 0.000 Worry scale scores and achievement scores 138 - 0.694* 0.000 Emotional scale scores and achievement scores 138 - 0.663* 0.000 It is evident from table 4 that a strong negative and significant relationship exists between students’ achievement scores and Total scale scores as well as on subscales scores. It is also found that achievements is significantly inversely related to both emotional and worry scales as well. The magnitude of the relationship is slightly higher on worry scale as compared to emotionality scale and total score. The range of relationship of each scale is more than 65% which is quite strong in magnitude. This stronger relationship encouraged to further analysis to explore the possibility of test anxiety as a predictor of students’ achievement. Therefore, a Regression analysis was run to explore the cause- effect relationship between achievement scores and test anxiety scale scores. The result is given in table 5. Relationship between Test Anxiety and Academic Achievement Regression analysis Model β t-value Significance Model R square Total anxiety scale scores -0.251 -0.6.700 0.000 Worry scale scores -0.697 -0 4.160 0.000 0.535 Emotional scale scores -0.140 -0.890 ...
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...INFLUENCE OF TEST ANXIETY AND SELF EFFICACY ON MATHEMATICS PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KANDUYI DIVISION OF BUNGOMA DISTRICT By Simiyu, Marango G. Moses E55/5150/2003 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY. OCTOBER, 2010. DECLARATION “This thesis is my original work and has not been presented for a degree in any other University.” Signature _______________ Date Name: Simiyu, Marango G. Moses________ E55/5150/2003 Supervisors: “we confirm that the work reported in this thesis was carried out by the candidate under our supervision as university supervisors. Supervisors: Signature: 1 _______________ Date____________ Prof. Fredrick Moses Okatcha Educational Psychology Department 2 _________________ Prof. Haniel N. Gatumu Educational Psychology Department Date____________ ii DEDICATION To my dear wife Maria and our children, Maureen, Valerie, Bramuel and Gideon. Your support, love and understanding remain a strong inspiration to move on. iii ACKNOWLEDGEMENT Am indebted to acknowledge the invaluable support accorded to me during the period of study by my supervisors Prof. F.M Okatcha and Prof.H.N Gatumu of Kenyatta University. I would also like to appreciate the assistance of Dr. Kwena, Dr.Mweru and Dr.Mugambi of Educational Psychology department for their constructive criticism of this work. I thank Dr. John Wesonga and Mrs...
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...Running Head: RESEARCH PROPOSAL 1 Research Proposal: Examining the Effects of Acculturative Stress in Immigrants Christine Kreutzer University of Central Florida Running Head: RESEARCH PROPOSAL 2 Research Proposal: Examining the Effects of Acculturative Stress in Immigrants Objective: This study proposes to examine if acculturative stress experienced by German and Japanese immigrants in the United States results in any long term effects, specifically in terms of mental illness. Stressors associated with immigration have been found to be harmful, and is especially important to examine because of ever rising rates of immigration in the United States. This proposed study will attempt to show any possible long term effects in terms of mental illness. Literature Review: Acculturation is the process by which a member belonging to one culture must adopt the behavior and beliefs of another cultural group. This process is typically experienced by minority immigrants that have to adapt to a dominant culture. This is known as acculturative stress. Acculturative stress occurs in somatic (or biological), psychological, and social forms (Lecture, 2011). Arbona, Olvera, Rodriguez, Hagan, Linares, and Wiesner (2010) looked at the acculturative stress experienced by documented and undocumented...
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...ARALING PANLIPUNAN ANXIETY AND COMPETENCY LEVELS OF FOURTH YEAR STUDENTS IN ABULUG ________________________ A Proposed Thesis Presented to the Faculty of the Graduate School CAGAYAN STATE UNIVERSITY Aparri, Cagayan _______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Educational Management _______________________ by MICHEL T. URBI March, 2015 Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Social Studies play a very important role in the modernization of mankind. It is therefore that students should acquire sufficient knowledge on it. Over the past years, social studies as a subject, educators have noted that students in many schools in the Philippines are still considered low in their achievements. Empirical studies like the Ramos, R. Survey (1980) show that there has been deterioration in the students’ achievement because of the focus in dealing with the subject social studies. The Ramos, R Survey by a group of Filipinos researchers found that pupils in elementary Sibika at Kultura in 1979 are more behind, and the high school students of Araling Panlipunan are years behind their counterparts in history of mankind, early civilization, government, taxation and economics in dealing with reasoning as a logic and explaining through what is happened to connect to the present times. Interested in the subject is being encouraged by teachers, but despite the resultant increase in interest...
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...ANXIETY AND SPEAKING ENGLISH AS A SECOND LANGUAGE AMONG MALE AND FEMALE BUSINESS STUDENTS IN UNIVERSITI INDUSTRI SELANGOR Ayu Rita Bt Mohamad and Nadhia Dalila Bt Ab Wahid Industrial University of Selangor Jln Timur Tambahan, 456000 Bestari Jaya E-mail: ayurita@yahoo.com ABSTRACT This study explores the nature and anxiety of speaking English as a second language among male and female Business Degree students in Industrial University of Selangor (Unisel), Berjuntai Bestari, Selangor. This study attempts to identify potential sources of anxiety relevant to the students’ affective needs or concerns in an institution of higher learning through the use of an in-depth qualitative questionnaire. As the pre-administered questionnaire findings indicate, the differences in the level of language anxiety exhibited by the participants seem to vary by gender. Using various studies by previous researchers of language anxiety as a theoretical guideline for data collection and analysis, this study also discusses some of the influences or impact of anxiety-provoking factors on second language learning, along with some implications for further research on language anxiety. 1.0 INTRODUCTION 1.1 Introduction Anxiety is a negative way to present human feelings. When we are anxious, we feel nervous, worried, and fearful. We struggle, tremble, perspire, and our hearts beat quickly. In general, anxiety can be defined as a complex concept dependent upon not only on one’s feelings of selfefficacy...
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...COPING WITH PUBLIC SPEAKING ANXIETY Moira Kostić-Bobanović, Ph.D. Head of department of foreign languages Faculty of Economics and Tourism, Preradovićeva 1, 52100 Pula Marša Bobanović University of Zagreb Student of the Faculty of Economics and Business, Zagreb e-mail: moira.bobanovic@efpu.hr Abstract The purpose of this study was to investigate whether the teaching of affective strategies helps students’ reduce their public speaking anxiety. We used the questionnaire Personal Report of Public Speaking Anxiety (PRPSA) developed by McCroskey (1970; 1992) in order to determine the level of anxiety that a student experiences while holding a speech. At the beginning of the semester, the students were asked to fill out the questionnaire by approximating the level of distress that they experience while holding a public presentation. After the teaching of affective strategies at the end of the semester, the students were given the same questionnaire, with the above described instructions. The results of the study indicate that the students experienced significantly less anxiety after they had been taught how to manage their distress, by means of affective strategies. The implication for future research on assessment and amelioration of public speaking anxiety are considered. Key words: speaking anxiety, affective strategies, public speaking 1. INTRODUCTION Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation...
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