Background
This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by ...Pekrun's control‐value theory (CVT). While all components were assessed via self‐report, the physiological component was additionally assessed via electrodermal activity (EDA).
Aims
We examined the relative impact of the self‐reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self‐reported anxiety components and/or EDA) for predicting test performance.
Sample
The study comprised 50 eighth graders.
Methods
Data were collected during a mathematics test comprising six task blocks. State self‐reports of control and anxiety components along with test performance and other test emotions were collected block‐wise (i.e., repeated assessments within students). EDA was continuously recorded.
Results
Consistent with CVT, intra‐individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self‐reported components). Unexpectedly, higher control was associated with increased EDA. Follow‐up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self‐reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance.
Conclusions
Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed.
Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. ...So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research, as they allow for an objective and often continuous assessment of students’ physiological arousal (i.e., the physiological component of test anxiety) in real-life situations, such as a test. Although theoretically one would assume self-report measures of test anxiety and objective physiological measures would converge, empirical evidence is scarce and findings have been mixed. To achieve a more coherent picture of the relationship between these measures, this systematic review and meta-analysis investigated whether higher self-reported test anxiety is associated with expected increases in objectively measured physiological arousal. A systematic literature search yielded an initial 231 articles, and a structured selection process identified 29 eligible articles, comprising 31 studies, which met the specified inclusion criteria and provided sufficient information about the relationship under investigation. In line with theoretical models, in 21 out of the 31 included studies, there was a significant positive relationship between self-reported test anxiety and physiological arousal. The strengths of these correlations were of medium size. Moderators influencing the relation between these two measures are discussed, along with implications for the assessment of physiological data in future classroom-based research on test anxiety.
This article deals with explicit permissions for two types of cross-dressing found in the thirteenth-century ethical tract Sefer Chasidim. In order to avoid being sexually assaulted, female Jewish ...travellers were allowed to disguise themselves as a. Christians, even as nuns, or b. men. This contradicts biblical and rabbinical prohibitions against such practices. These textual passages are discussed, set against the Jewish and Christian medieval discourse on dress and identity, and they are also related to other contemporary source texts that show that the borders between men and women, and Jews and Christians, as distinct and separate groups were at this time being contested. The author concludes that these permissions should not be seen as ways of transcending the boundaries of the group, but rather as part of a discourse that served to strengthen such boundaries.
Maintaining social relationships is a basic human need and particularly essential in old age, including when living in a retirement home. Multiplayer video games can promote positive social ...interactions among players from different generations while playing. Yet, such facilitation of positive social interactions depends on specific game design. To systematically investigate the effects of game design on social interaction between seniors and their coplayers, the game Myosotis FoodPlanet was developed in this study, and the impacts of 3 different game modes on social interaction were compared in a controlled field trial.
This study aims to compare the effects of 3 different game modes (competitive, cooperative, and creative) on social interactions (verbal and nonverbal communication) between seniors and their younger coplayers.
This study was conducted in a Swiss retirement home as a controlled field trial. Participants were residents of the retirement home (N=10; mean age 84.8 years, SD 5.9 years) and played in pairs with their caregivers. Each pair played 3 game modes in random order. This resulted in 30 game sequences of 20 minutes each. A within-subject design was applied with game mode as the within-factor and social interaction as the outcome variable. To assess the quality of social interaction, 30 video-recorded game sequences were analyzed based on an event sampling method.
Analysis of variance for repeated measurements revealed significant effects: there was significantly more verbal communication in the creative mode than in the cooperative mode (P=.04) with a strong effect size (Cohen f=0.611). An examination of verbal communication revealed more game-related communication in the creative mode than in the cooperative mode (P=.01) and the competitive mode (P=.09) with marginally significant effects and strong effect sizes (Cohen f=0.841). In addition, significantly more biography-related communication occurred in the creative mode than in the cooperative mode (P=.03), with a strong effect size (r=0.707). Regarding nonverbal communication (eg, laughing together), analysis of variance for repeated measurements showed significant differences among the game modes (P=.02) with a strong effect size (Cohen f=0.758). Results showed that there was significantly more laughing together in the competitive mode (competitive>cooperative>creative).
The results show that game mode can be an important factor for shaping the social interactions of players playing together. Compared with other modes, creative game modes can increase verbal communication. In contrast, competitive modes may stimulate more laughing together. This has important implications for game design and the use of computer games to promote social interaction between seniors and their coplayers in practice.
Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific ...interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed.
•Teacher behavior and physiological arousal were measured during a real-life lesson.•Moment-to-moment behavior and arousal were associated with teachers’ emotions.•High levels of teacher agency were ...associated with positive lesson-focused emotions.•Negative emotions were related to co-occurring increased arousal and communion.•Moment-to-moment data has the potential to personalize teacher training.
Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher’s physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being.
Test Boredom: Exploring a Neglected Emotion Goetz, Thomas; Bieleke, Maik; Yanagida, Takuya ...
Journal of educational psychology,
10/2023, Letnik:
115, Številka:
7
Journal Article
Recenzirano
Odprti dostop
The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of ...achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged ("abundance hypothesis"; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, the relations of test boredom with its control and value antecedents (i.e., being over- or underchallenged, facets of value) were in line with our assumptions (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined.
Educational Impact and Implications Statement
Our research shows that boredom occurs during achievement tests and that the level of test boredom can be quite high. Primary causes of test boredom seem to be over- or underchallenge as well as perceived low importance of the test. Furthermore, test boredom appears to have negative effects on academic outcomes, particularly boredom that results from being overchallenged. Test boredom could be mitigated by designing tests such that over- or underchallenge are reduced and by increasing the perceived intrinsic value of tests.
Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control ...antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures.
The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam.
As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance.
Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, FSPLJ, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
10.
jag må bo mitt ibland dem Lena Roos
Nordisk judaistik,
12/2021, Letnik:
32, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Recension av jag må bo mitt ibland dem. Stockholms stora synagoga 150 år
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