Abbasi, N. & Ghosh, S. (2020). Construction and standardization of examination anxiety scale for adolescent students. International Journal of Assessment Tools in Education, 7(4), 522–534. https://doi.org/10.21449/ijate.793084
Akanazu, E. C. & Okoli, J. N. (2019). Test anxiety as correlate of chemistry achievement among secondary school students in Imo State. Journal of Science, Technology, and Mathematics Education, 3(1), 155-165. Retrieved from https://journals.unizik.edu.ng/index.php/jstme
Aktar, A., Noordin, N. & Ismail, L. (2021). The influence of test preparation programs on IELTS test performance among Bangladeshi students’ studying in Malaysia. Pertanika Journal of Social Science & Humanities, 29 (S3), 421 – 442.
Al-Abyadh, M. H. A. & Azeem, H. A. H. A. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelli-gence, 10(55), 1-18. https://doi.org/10.3390/jintelligence10030055
Alemu, B. M. & Feyssa, T. (2020). The relationship between test anxiety and academic achie-vement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia. African Educational Research Journal, 8(3), 540-550. doi: 10.30918/AERJ.83.20.097
Amalu, M. N. (2017). Cognitive Test anxiety as a predictor of academic achievement among secondary school students in Makurdi Metropolis, Benue State. International Journal of Scientific Research in Education, 10(4), 362-372.
Ansah & Leow (2020). Feedback Analysis of Test Anxiety and Academic Performance Among Students. International Journal of System Dynamics Applications, 9(4), 100-110. doi: 10.4018/IJSDA.2020100105
Balogun, A. G., Balogun, S. K., & Onyencho, C. V. (2017). Test anxiety and academic per-formance among undergraduates: The moderating role of achievement motivation. The Spanish Journal of Psychology, 20 (E14), 1-8. https://doi.org/10.1017/sjp.2017.5
Biçak, B. (2013). Scale for test preparation and test taking strategies. Educational Sciences: Theory and Practice, 13(1), 279-289. https://files.eric.ed.gov/fulltext/EJ1016653.pdf
Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749–768. doi:10.1007/s10734-005-4843-4
Birenbaum, M. & Pinku, P. (1997). Effects of test anxiety, information organization, and tes-ting situation on performance on two test formats. Contemporary Educational Psycho-logy, 22(1), 23-38.
Bonasso, P., Lucke-Wold III, B., Reed, Z., Bozek, J., & Cottrell, S. (2015). Investigating the impact of preparation strategies on USMLE Step 1 performance. MedEdPublish, 4(1), 1-12. doi:10.15694/mep.2015.004.0005.
Cassady, J. C. & Johnson, R. E. (2002).Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi:10.1006/ceps.2001.1094
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approa-ches (3rd ed.). Sage Publications, Inc.
Crişan, C. & Copaci, I. (2015). The relationship between primary school childrens’ test anxiety and academic performance. Procedia - Social and Behavioral Sciences, 180, 1584 – 1589. doi: 10.1016/j.sbspro.2015.02.311
Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India. Journal of Education and Practice 7(4), 70–74.
Dodeen, H. (2015). Teaching test-taking strategies: Importance and techniques. Psychology Research, 5(2), 108-113. doi:10.17265/2159-5542/2015.02.003
Duru, P. O., Dominic, G. Z., Udoha, C., & Ochuba P. C. (2020). Effects of teacher subject mastery on the academic performance of secondary school students in Jalingo Local Government Area of Taraba State. Journal of Contemporary Education Research, 20(8), 344-365.
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6, 409–434.
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. Boston: McGraw-Hill Companies, Inc.
Farnsworth, T. (2013). Effects of targeted test preparation on scores of two tests of oral En-glish as a second language. TESOL Quarterly, 47(1), 148-156. https://www.jstor.org/stable/43267777
Gebril, A. (2016). Test preparation in the accountability era: Toward a learning-oriented ap-proach. TESOL Journal, 9(1), 4–16. doi:10.1002/tesj.302
Gerwing, T. G., Rash, J. A., Allen G., Alyssa M.; Bramble, B., & Landine, J. (2015). Percep-tions and incidence of test anxiety. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3), 1-14. Retrieved from http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/3
Holbein, J. B. & Ladd, H. F. (2015). Accountability pressure and non-achievement student behaviors. Working Paper 122. National Center for Analysis of Longitudinal Data in Education Research.
Hong, E., Sas, M., & Sas, J. C. (2006). Test-taking strategies of high and low mathematics achievers. The Journal of Educational Research, 99(3), 144–155. doi:10.3200/joer.99.3.144-155
Howard, E. (2020). A review of the literature concerning anxiety for educational assessments. Ofqual: Earlsdon Park. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/865832/A_review_of_the_literature_concerning_anxiety_for_educational_assessment.pdf
Jerrim, J. (2022). Test anxiety: Is it associated with performance in high stakes examinations? Oxford Review of Education, 1-21. https://doi.org/10.1080/03054985.2022.2079616
Jones, L. & Petruzzi, D. C. (1995). Test anxiety. Journal of College Student Psychotherapy, 10 (1), 3-15. http://dx.doi.org/10.1300/J035v10n01_02
Kültür, Y. Z. & Özcan, B. (2022). The impact of cognitive and affective components of test anxiety on the high-stakes exam performance in 12th grade students. International Journal of Progressive Education, 18(1), 448-457. doi: 10.29329/ijpe.2022.426.25
Lam, R. (2012). Formative use of summative tests: Using test preparation to promote perfor-mance and self-regulation. The Asia-Pacific Education Researcher, 22(1), 69–78. doi:10.1007/s40299-012-0026-0
Lawal, A. M., Idemudia, E. S., & Adewale, O. P. (2017). Academic self-confidence effects on test anxiety among Nigerian university students. Journal of Psychology in Africa, 1-5. http://dx.doi.org/10.1080/14330237.2017.1375203
Li, C. H. (2016). The performance of ML, DWLS, and ULS estimation with robust correc-tions in structural equation models with ordinal variables. Psychological methods, 21(3), 369–387. https://doi.org/10.1037/met0000093
Liu, Y., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X. & Pan, C. (2021). The relationship between test anxiety and emotion regulation: the mediating effect of psychological re-silience. Annals of General Psychiatrics, 20 (40), 1-9. https://doi.org/10.1186/s12991-021-00360-4
Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A., & Janik, M. (2007). The Test Anxiety Inventory for Children and Adolescents (TAICA). Journal of Psychoeducational As-sessment, 26(3), 215-230. https://doi.org/10.1177/0734282907303760
McGill Teaching and Learning Services (2020). Strategies for exam preparation and de-briefing: A resource document for instructors. McGill.
Mohamadi, M., Alishahib, Z., & Soleimani, N. (2014). A study on test anxiety and its rela-tionship to test score and self-actualization of academic EFL students in Iran. Proce-dia - Social and Behavioral Sciences, 98, 1156 – 1164. doi: 10.1016/j.sbspro.2014.03.529
Moore, R., Sanchez, E., & Pedro, S. S. (2019). College entrance exams: How does test prepa-ration affect retest scores? ACT Research Report R1743.
Musch, J., & Broder, A. (1999). Test anxiety versus academic skills: A comparison of two alternative models for predicting performance in a statistics exam. British Journal of Educational Psychology, 69(1), 105–116. doi:10.1348/000709999157608
Mushtaq, S. & Mash'hadi, A. F. (2021). Relationship between Students’ Perception of as-sessment, their exam preparation strategies and their CGPA at university level. Global Social Sciences Review (GSSR), 6(1), 85-89. http://dx.doi.org/10.31703/gssr.2021(VI-I).10.
Nestour, A. L., Moscoviz, L., & Sandefur, J. (2021). The long-term decline of school quality in the developing world. Consultation draft, Center for Global Development. https://www.cgdev.org/sites/default/files/consultation-draft-le-nestour-et-al-school-quality-decline.pdf
Nketiah, B. and Koranteng, R. (2021). A literature review of academic performance, an in-sight into factors and their influences on academic outcomes of students at senior high schools. Open Access Library Journal, 8, 1-14. https://doi.org/10.4236/oalib.1107423
Nwamuo A. P. & Ihekwaba N. C. (2014). Appraisal of the level of test anxiety among tertiary education students: A case of Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria. African Educational Research Journal, 2(1), 20-26.
Nwosu, K. C., Nwanguma, V. C., & Onyebuchi, G. C. (2016). Parenting styles, test anxiety, and self-efficacy of secondary school students in Nigeria: Lessons from Nigerian so-ciocultural context. Education Research Journal, 6(2), 32 – 41. http://resjournals.com/journals/educational-research-journal.html
Nwosu, K. C., Okoye, C. C., & Onah, U. H. (2018). An interpretive descriptive study of fac-tors affecting academic achievement of underachieving student teachers in Nigeria. The Journal of At-Risk Issues, 21(2), 20-29. https://eric.ed.gov/?id=EJ1199032
Nwosu, K. C., Wahl, W. P., Offojebe, E., Okafor, A., & Okwuduba, E. (2022). Associations between students’ test preparation strategies and test anxiety: Gender, age and pa-rents’ level of education as control variables. Education Research International, 1-9. https://doi.org/10.1155/2022/9228910
Nwosu, K. C. Wahl, W. P., Nwikpo, M. N., Hickman, G. P., Ezeonwumelu, V. U., & Aku-name, C. C. (2022). School refusal behaviours profiles among Nigerian adolescents: Differences in risk and protective psychosocial factors. Current Psychology, 41 (11), 1-15. https://doi.org/10.1007/s12144-022-03890-6
Pan, Y-C. (2016). Traditional and non-traditional test preparation practices: Learner perfor-mance and perspectives. Electronic Journal of Foreign Language Teaching, 13(20), 170–183.
Putwain, D. W. & Symes, W. (2020). The four Ws of test anxiety: What is it, why is it impor-tant, where does it come from, and what can be done about it? Psychologica, 63(2), 31-52. https://doi.org/10.14195/1647-8606_63-2_2
Putwain, D. W., von der Embse, N. P., Rainbird, E. C., & West, G. (2021). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, 37(3), 236–246. https://doi.org/10.1027/1015-5759/a000604
Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic pat-terns. British Journal of Educational Psychology, 77, 579–593. doi: 10.1348/000709906X161704
Rehab, T. (2021). Effects of test anxiety, distance education on general anxiety and life satis-faction of university students. Psycho-Educational Research Reviews, 10 (1), 107-117. Retrieved from https://www.journals.lapub.co.uk/index.php/PERR
Rizwan, R. A. & Nasir, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63- 74.
Sakirudeen, A. O. & Sanni, K. B. (2017). Study habits and academic performance of secon-dary school students in mathematic: A case study of selected secondary schools in Uyo Local Education Council. Research in Pedagogy, 7(2), 283-297. doi: 10.17810/2015.65
Sakiyo, J. (2015). Assessment of the trend of secondary school students’ academic perfor-mance in the sciences, mathemetics and English: Implications for the attainment of the Millenium Development Goals in Nigeria. Advances in Social Sciences Research Jour-nal, 2(2), 31-38. https://doi.org/10.14738/ASSRJ.22.805.
Schillinger, F.L., Mosbacher, J.A., Brunner, C., Vogel, S. E., & Grabner, R. H. (2021). Revisi-ting the role of worries in explaining the link between test anxiety and test performan-ce. Educational Psychology Review, 33, 1887–1906. https://doi.org/10.1007/s10648-021-09601-0
Segool, N. K., von der Embse, N. P., Mata, A. D., & Gallant, J. (2014). Cognitive behavioural model of test anxiety in a high-stakes context: An exploratory study. School Mental Health, 6(1), 50-61. https://doi.org/10.1007/s12310-013-9111-7
Selvi, H. (2021). Investigation of measurement invariance of state test anxiety scale. Interna-tional Journal of Assessment Tools in Education, 8(3), 570–582. https://dergipark.org.tr/en/pub/ijate
Spielberger, C. D. (2010). Test Anxiety Inventory. The Corsini Encyclopedia of Psychology. doi:10.1002/9780470479216.corpsy0985
Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. In C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 3–14). Taylor & Francis.
Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1-13. doi: 10.3389/fpsyg.2015.01994
Stevens, S. A., (2000). Test anxiety and beliefs about testing in college students with and without learning disabilities (Doctoral Dissertations 1896 - February 2014, University of Massachusetts Amherst). https://doi.org/10.7275/61f5-y146
Stockemer, D. (2019). Quantitative methods for the social sciences: A practical introduction with examples in SPSS and Stata. Switzerland: Spinger International Publishing AG. doi:10.1007/978-3-319-99118-4
Sommer, M., & Arendasy, M. E. (2015). Further evidence for the deficit account of the test anxiety–test performance relationship from a high-stakes admission testing setting. In-telligence, 53, 72–80. doi:10.1016/j.intell.2015.08.007
Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educa-tional Psychologist, 20, 135-142. https://doi.org/10.1207/S15326985EP2003_3.
Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19, 1-10.https://doi.org/10.1186/s12909-019-1859-5
ur Rehman, S, Javed, E., & Abiodullah, M. (2021). Effects of test anxiety on academic achie-vement at secondary school level in Lahore. Bulletin of Education and Research, 43 (3), 67-80.
von der Embse, N. P., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/10.1016/j.jad.2017.11.048
von der Embse, N. P. & Witmer, S. E. (2014) High-stakes accountability: Student anxiety and large-scale testing. Journal of Applied School Psychology, 30(2), 132-156. http://dx.doi.org/10.1080/15377903.2014.888529
Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14, 380-397. https://doi.org/10.1080/15434303.2017.1399396.
Zeidner, M. (1998). Models and Theoretical Perspectives. In Test Anxiety. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/0-306-47145-0_3
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141-163). Guilford Press.
Zerdani, I. & Lotfi, S. (2021). Exam preparation strategies and concerns of university stu-dents: Gender and open access vs regulated system effects. International Journal of In-formation Technology and Applied Sciences, 3(2), 84-93. https://doi.org/10.52502/ijitas.v3i2.29
Zhang, N., & Henderson, C. N. R. (2014). Test anxiety and academic performance in chiro-practic students. Journal of Chiropractic Education, 28(1), 2–8 doi: 10.7899/JCE-13-20
留言 (0)