Functional Measurement Applied to Engineering Students' Test Anxiety Judgment for Online and Face-to-Face Tests

Autor/inn/en	Hedlefs-Aguilar, Maria Isolde; Morales-Martinez, Guadalupe Elizabeth; Villarreal-Lozano, Ricardo Jesus; Moreno-Rodriguez, Claudia; Gonzalez-Rodriguez, Erick Alejandro
Titel	Functional Measurement Applied to Engineering Students' Test Anxiety Judgment for Online and Face-to-Face Tests
Quelle	In: European Journal of Educational Research, 10 (2021) 3, S.1599-1612 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hedlefs-Aguilar, Maria Isolde) ORCID (Morales-Martinez, Guadalupe Elizabeth) ORCID (Villarreal-Lozano, Ricardo Jesus) ORCID (Moreno-Rodriguez, Claudia) ORCID (Gonzalez-Rodriguez, Erick Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Test Anxiety; Engineering Education; Algebra; College Students; Computer Assisted Testing; Test Format; Synchronous Communication; Context Effect; Cognitive Processes; Goal Orientation; Difficulty Level; Behavior Patterns; Coping; Correlation; Response Style (Tests); Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Ingenieurausbildung; Collegestudent; Testentwicklung; Cognitive process; Kognitiver Prozess; Zielorientierung; Zielvorstellung; Schwierigkeitsgrad; Bewältigung; Korrelation; Antwortverhalten; Ausland; Mexiko
Abstract	This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01