| Title: |
Test Anxiety in First-Generation Students: An Examination of the Role of Psychological Needs |
| Language: |
English |
| Authors: |
Spadafora, Natalie; Murphy, Emily L.; Molnar, Danielle S.; Zinga, Dawn |
| Source: |
Journal of Teaching and Learning. 2020 14(2):33-49. |
| Availability: |
Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Test Anxiety; First Generation College Students; Psychological Needs; Personal Autonomy; Competence; Learning Strategies; Questionnaires |
| Assessment and Survey Identifiers: |
Motivated Strategies for Learning Questionnaire |
| ISSN: |
1492-1154 |
| Abstract: |
It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; M[subscript age] = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1286822 |
| Database: |
ERIC |