The Impact Of Gender, College Year, And Prior Experience On Students ' Anxiety

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

For this week's lecture, Dr. David Laude focused on the reasons why people often hate statistics by giving his input on how it allows for the better understanding and evaluation of data collected. By illustrating different ways in which people use statistics to reach a conclusion, the professor was able to highlight the way these influence decision-making scenarios. To establish his point, the professor purposely explained statistics with the use of scenarios that would make students attentive on the subject. like the ways in which statistics measures a student’s capabilities to perform in the university.

Statistics refers to the use of numerical information in everyday life to calculate facts and figures in limitless circumstances. In addition, statistics refers to the scientific collecting, classifying, summarizing, organizing, analyzing, and interpreting numerical data. This week the class’s objectives were to apply the steps in testing a research hypothesis, to compare the means of two or more groups, and to calculate the correlation between two variables. Learning Team D’s members have reflected on each of these issues and share their insights on these objectives.

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly

Although most people do not acknowledge that a student’s gender has an impact on academic pressure, gender is an important cause of stress, more in women. In the article “37 Causes of High School Stress” by the College Planning Group, they note many causes like grades, friends, bullying, clubs, and parents but fail to mention gender as a cause. However, gender is a significant cause of academic pressure. In the article “Academic Stress Among College Students: Comparison of American and International Students” by Ranjita Misra and Linda G. Castillo, assert that, “In general, irrespective of their American or international status, women perceived greater reactions to stressors than men.” Misra and Castillo note that women do end up having more

Secondly, there are people who belong to the other extreme that affirm that girls outperform boys in the science of numbers. Several researches were conducted to evaluate the performance of both genders based on their grades in high school. The statistical results of a research in Wales show that 50% of boys and 51% of girls achieved grades A*-C in mathematics (Cann 1). The outcome of data displayed that girls’ abilities in this relevant field exceed those of boys. However, girls choose not to attend these mathematics-related majors. Rather they decide to concentrate in the biochemical sciences in order to be a part of the difference in the world by generating change (Weinstock par. 1). Other advocates of this approach go far beyond explaining that there are more reasons why girls choose not to devote their selves to mathematics. The participation in this particular field is affected by numerous factors such as anxiety, self-confidence and enjoyment. Females tend to have negative emotions regarding these factors and math in general. The reason behind these

Based on the example of Juanita, there are strategies that could be used to help reduce her anxiety that she is experiencing due to having to take a math test. Test anxiety can negatively affect Juanita’s academic performance on the test so it is important for the counselor to be able to provide her with strategies that can help her to cope with the anxiety (Parsons, 2007). Different strategies to help Juanita could include teaching coping skills, study skills, and relaxation techniques (Capuzzi & Gross, 2014; Parsons, 2007). Also, to normalize the strategies the counselor can provide guidance lessons for all students using the same relaxation techniques and provide an overview for teachers and parents so that the same techniques could be used

Among the top five academic anxieties (Test Anxiety ~ Math Anxiety), on the average (mean) of Score, Math Anxiety had the lowest Mean score (Funk, 2009). These results are difficult to believe given Funk's previous research and mention about the majority of adults returning to having such high level of math anxiety upon returning to higher education (Funk, 2009).

The starting pool of participants was 92 undergraduate introductory psychology students. The article did not state how or where they were recruited from, if any compensation was given, age, gender, or any other demographics. The participants were given the Spielberger State-Trait Anxiety Inventory (STAI-Trait). Those who scored above the 80th percentile were rated high anxious and those who scored below the 22nd percentile were rated low anxious. They were also given the Beck

According to the Anxiety and Depression Association of America (ADAA), anxiety disorders are the most common mental health problem, but many types of anxiety exist. The most frequent among children and adolescents is the infamous “test anxiety” (“Live and Thrive,” 2016). Sixteen to twenty percent of students in the U.S. experience high levels of test anxiety; another eighteen percent carry moderate levels of test anxiety. Since 2010, test anxiety levels in schools have risen over twenty percent due to the drastic requirements used for college entrance and state exams (Driscoll, n.d., p.1). Even a typical test can send these students into a panic. This makes perfectionists and adolescents with

To contend with the previous literature, this research will use the previously validated Spielberger Test Anxiety Inventory (TAI) as a quantitative method to yield ordinal data measures of anxiety. The TAI is a close-ended, self-report questionnaire that consists of 20-items and has been found to have great test-retest reliability, with r=.80 (Spielberger, 1980). Using a Likert scale, it is scored to determine the participant’s severity of test anxiety: 1=almost never, 2=never, 3=always, 4=almost always. The TAI also yields two subscales, emotionality (TAI-E) and worry (TAI-W); each subscale consists of eight different items (1980). From the initial screening, students with high test anxiety, as determined by the TAI, will be identified and invited to participate in this study. Finally, although demographics will not be used when determining the population sample, researchers will include three additional questions to determine the participants’ race, age, and gender. This will allow future readers to recognize the population’s

The purpose of this research is to examine perceptions of student test anxiety in elementary school.

In the research quantitative and qualitative methods are applied. The author administered the Statistical Anxiety Rating Scale (SARS) to asses for statistics anxiety and the

Tet anxiety is a very common thing among American students, especially for those whore are in higher education. This type of anxiety causes psychological tension that students experience before taking test. In the moment of test anxiety students have a strong feelings of failure that is followed by panic and stress pressure. Apparently many studies have showed that test anxiety often causes students to perform worse on the exam. "Test anxiety: Why it is increasing and 3 ways to curb it" by Valerie Strauss and " Anxiety, Self-Efficacy, and College Exam Grades" by Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd are popular and scholarly articles that discuss test anxiety in US higher education and how it disadvantages students.

Such believes can be harmful to these students, and thus cause more severe aversion symptoms. My research is restricted to social anxiety in university student and its effect on academic level. It explains the consequences and different outlooks of social anxiety which occur due to different social situations.