TY - JOUR
T1 - Successive changes of test anxiety in junior high school students
T2 - From the viewpoint of psychological stress
AU - Miura, Masae
AU - Shimada, Hironori
AU - Sakano, Yuji
PY - 1997
Y1 - 1997
N2 - The purpose of this study was to investigate the successive changes of test anxiety in junior high school students from the viewpoint of psychological stress process. Scale on stress responses, cognitive appraisals scale, self-efficacy scale and coping scale were administered to 411 junior high school students 6 times : from 2 weeks before to 1 week after a mid-term examination. Subjects also completed the Test Anxiety Scale (TAS) to assess their trait test anxiety. According to the result of ANOVA on session, it was revealed that subjects who appraised the test as more threatening, used more coping, and exhibited higher stress responses before than after the exam. Self-efficacy scores decreased as sessions went by. Moreover, subjects who showed high TAS scores appraised the test as more threatening and important, and exhibited higher stress responses than those who showed low TAS scores. The results of this study suggested that successive change pattern of stress responses, cognitive appraisals, self-efficacy, and coping were important to understand the process of test anxiety in junior high school students.
AB - The purpose of this study was to investigate the successive changes of test anxiety in junior high school students from the viewpoint of psychological stress process. Scale on stress responses, cognitive appraisals scale, self-efficacy scale and coping scale were administered to 411 junior high school students 6 times : from 2 weeks before to 1 week after a mid-term examination. Subjects also completed the Test Anxiety Scale (TAS) to assess their trait test anxiety. According to the result of ANOVA on session, it was revealed that subjects who appraised the test as more threatening, used more coping, and exhibited higher stress responses before than after the exam. Self-efficacy scores decreased as sessions went by. Moreover, subjects who showed high TAS scores appraised the test as more threatening and important, and exhibited higher stress responses than those who showed low TAS scores. The results of this study suggested that successive change pattern of stress responses, cognitive appraisals, self-efficacy, and coping were important to understand the process of test anxiety in junior high school students.
KW - Junior high school students
KW - Psychological stress process
KW - Successive changes of test anxiety
KW - Test anxiety
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U2 - 10.5926/jjep1953.45.1_31
DO - 10.5926/jjep1953.45.1_31
M3 - Article
AN - SCOPUS:0031478770
VL - 45
SP - 31
EP - 40
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 1
ER -