How to Decrease Test Anxiety: A Focus on Academic Emotion Regulation, L2 Grit, Resilience, and Self-Assessment

Autor/inn/en	Alazemi, Asmaa Falah Theiyab; Jember, Biruk; Al-Rashidi, Anwar Hammad
Titel	How to Decrease Test Anxiety: A Focus on Academic Emotion Regulation, L2 Grit, Resilience, and Self-Assessment
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 28 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Rashidi, Anwar Hammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00241-5
Schlagwörter	Foreign Countries; English Language Learners; English (Second Language); Test Anxiety; Academic Achievement; Psychological Patterns; Self Management; Resilience (Psychology); Persistence; Individual Characteristics; Self Evaluation (Groups); Second Language Learning; Relationship; Kuwait + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Examination phobia; Testangst; Prüfungsangst; Schulleistung; Selbstmanagement; Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Zweitsprachenerwerb; Wechselbeziehung
Abstract	Effective education and evaluation may be achieved when the mental and emotional health of the students being evaluated are taken into consideration. As a consequence of this, the purpose of this research was to try to highlight the dynamic that exists between Test Anxiety (TA), Academic Emotion Regulation (AER), L2 grit (L2G), academic resilience (AR), and core of self-assessment (CAS). In order to accomplish this goal, 417 English as a foreign language (EFL) students from Kuwait were provided with copies of the Test Anxiety Scale, the Academic Emotion Regulation Questionnaire, the Language-domain-specific Grit Scale, the Academic Resilience Scale, and the Core of Self-Assessment Questionnaire. The screening of the data using confirmatory factor analysis (CFA) and structural equation modeling (SEM) explicitly determined the impacts AER, L2G, AR, and CAS had on TA. It means that students who has developed a healthy state of AER, L2G, AR, and CSA could modulate their Test Anxiety skillfully. The implications of the study, which might lead to enhancements in language instruction and evaluation, are discussed in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01