Children's Perceptions of Tests: A Content Analysis

Autor/in	Bulgan, Gokce
Titel	Children's Perceptions of Tests: A Content Analysis
Quelle	In: European Journal of Educational Research, 7 (2018) 2, S.159-167 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Content Analysis; Student Attitudes; Public Schools; Foreign Countries; Test Anxiety; Academic Achievement; Emotional Response; Learning Experience; Prevention; Intervention; Counseling Services; Teaching Methods; Elementary School Students; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Schülerverhalten; Public school; Öffentliche Schule; Ausland; Examination phobia; Testangst; Prüfungsangst; Schulleistung; Emotionales Verhalten; Lernerfahrung; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Anxiety that students experience during test taking negatively influences their academic achievement. Understanding how students perceive tests and how they feel during test taking could help in taking effective preventive measures. Hence, the current study focused on assessing children's perceptions of tests using content analysis. The sample consisted of 1143 participants (566 females and 570 males) attending 3rd (n = 320), 4th (n = 420), 5th (n = 197), and 6th (n = 206) grade classes in three public schools in Istanbul, Turkey. The findings indicated that three main domains emerged from the data. The domains and the categories under each domain were as follows: evaluation (grades, success vs. failure, learning and development, and intelligence), emotions (excitement, fear and anxiety, happiness, curiosity, mixed feelings, and disappointment), and experiential process (answering questions, studying, difficulty, thinking, having fun, cheating vs. honesty, and silence). Understanding students' experiences with testing early on in their education will give researchers and practitioners the chance to plan effective applications for treatment and prevention, which would influence students' future achievement and experiences. The study findings could also help teachers and school counselors plan more effective teaching and counseling programs that take into account students' anxiety levels during tests. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01