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Test Anxiety and Academic Achievement test anxiety and academic achievement
Anxiety is a feeling of worry, strong stress with no obvious appropriate reason.Test anxiety is a high levels of arousal and worry that seriously impair test performance. Achievement anxiety is commonly referred to as test anxiety. Through this book author pleaded how parents should play a key role in providing reinforcement, motivation,self-confidence to optimize learning and reach the targeted goal. Parental support will help the students to overcome test anxiety and enhance academic achievement. parents are backbone of any individual.
5490 RUR
Depression, Test-Anxiety, Memory and test anxiety and academic achievement
Considering the importance of academic achievement for students, parents, teachers and the community, finding the appropriate and right techniques to prevent low academic achievement is indispensable. Based on the result of this study, depression and test-anxiety have the relationship with low academic achievement among high school students. In other words, students who have depression and test-anxiety are likely to drop out from school. Hence, methods of controlling depression and test-anxiety must be devised in order to reduce the students’ dropout rate and increase their academic achievement. The findings from the present study reveal that students with test-anxiety and depression have low academic performance. Thus, it is recommended that the Iranian Ministry of Education support and encourage the establishment of counseling centers in high schools, where counselors and clinical psychologists can help students to treat mental and academic problems. Also, it is suggested that the Ministry of Education should encourage workshops and seminars to guide students on study techniques in order to motivate and increase their ability to control test-anxiety and depression.
7790 RUR
High School Students English Learning Anxiety and Achievement test anxiety and academic achievement
This study was designed to investigate the relationship between English language learning classroom anxiety and students’ English achievement test result. For this purpose 129 grade 11(eleven) students were randomly selected from Dembecha preparatory and secondary school. A self reporting questionnaire i.e foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), consisted of 33 items, was administered to measure the students’ foreign language classroom anxiety level. The students’ first semester English final examination result was used to determine the relationship between English classroom anxiety and English achievement test result .Descriptive statistics to determine anxiety level,t-test to find out significance difference between males and females anxiety level and achievement and Pearson’s Moment Correlation Coefficient to determine relationship between anxiety and achievement test result were used to test the research problems....
3549 RUR
Factors Affecting EFL learners' Test Anxiety test anxiety and academic achievement
Nowadays, the requirement for mastery in academic English has been increasingly augmented due to the worldwide demand for professional individuals. Thereupon, educational scholars and practitioners endeavor to consciously concentrate on learners both affectively and cognitively as they assumed that learners' cognitive-affective states play an important role in their academic achievement. Among a plethora of factors which influence Language learners' academic achievement, test-taking anxiety is viewed as one of the most important cognitive-affective factor which shed light on learners' educational performance. Furthermore, it is proposed that learners' test anxiety is influenced by other factors such as mindfulness, self-regulation, self-efficacy and intrinsic value.
3549 RUR
Test Anxiety and Academic Procrastination test anxiety and academic achievement
This book focuses on causes, manifestations, correlates and treatment of test anxiety and academic procrastination. It includes two treatment programs that can easily be implemented by counselors and psychotherapists working with test-anxious and procrastinating students. One of these programs is a cognitive behavioral therapy program for test anxiety, which offers techniques for disputing anxiety-producing thoughts and teaching students to use positive self-talk and to attend fully to the task at hand. The other program focuses on teaching students study skills such as SQ3R method of studying, time management, note-taking, test preparation and test taking techniques. The first program was found to be more effective for test anxious students, while the second was effective for both test-anxious and procrastinating students.
6390 RUR
Academic Achievement among the Students of Ethiopian Primary Schools test anxiety and academic achievement
This book provides a general understanding on the presence of relation ships between the academic performance and parental support, academic self concept as well as test anxiety among primary school students. The book introduces the various practical ways by which parents can help their children to improve the educational achievement and to reduce anxiety extents on tests. Moreover, the influence of parental education and family structure on the educational performance of children has been explained in this book. The book, in general, includes the very important issues that are proved with the help of various reliable and valid statistical methods. Therefore, it is helpful for the students of B.eD., M.eD, M.phill, M.A (Education) of different universities and colleges.
4839 RUR
Anxiety, Self-efficacy, and Resource Management test anxiety and academic achievement
The intention of this book is to present an empirical research study which examines the role and function of anxiety, self-efficacy, and resource management strategies on academic achievement within the university student population. The present study extended previous research by incorporating and investigating a number of critical issues such as student beliefs, motivation, resource management skills, anxiety, intolerance of uncertainty, self-efficacy, and achievement. Results of the study suggest that early intervention from counsellors and professors may help university students overcome debilitating anxiety, increase self-efficacy, strengthen resource management strategies and improve overall academic experience.
5790 RUR
Sleep problems, Performance Anxiety and Academic Achievement test anxiety and academic achievement
In current time era our society is facing many psychological problems in our young generation. Performance anxiety among students leads towards various kind of sleep problems which effect on their academic achievement. Though this Book i get a chance to highlight the student's psychological problems. I write this book till the climax of an issue, now doom of it i leave on the readers; by whispering it's root causes.
3549 RUR
Student's academic anxiety test anxiety and academic achievement
The research of academic anxiety problem in many different aspects attracts many scientists (psychologists, sociologists, educators) since this area is very interesting and timely actual. An interdisciplinary nature of this work is determined by the collaboration of psychologist, computer scientist and educator. Based on academic anxiety studies the computer system was developed as a result and described in details. This computer system is a tool that can be used in applied research on the problem of academic anxiety. The psychological aspect of the work reflects the research area of academic anxiety and gives the basis of anxiety diagnosis and correction blocks that are integrated in developed computer system. The computer aspect is a computer program developing for the goals of academic anxiety research and correction. The pedagogical aspect is a practical implementation of developed computer program to spotlight the academic anxiety level of students and correct it. This work may be interested for different kinds of researchers: students and aspirants of computer and psychological profiles, educators and psychologists studying the problem of academic anxiety.
3549 RUR
Parental Encouragement and Academic Achievement of Adolescents test anxiety and academic achievement
Academic achievement is now considered as a glittering crown for the students. There are many factors which affect students’ academic achievement. Although these factors cannot be seen visually, but its impact can be felt in all spheres. One cannot underestimate the role of these factors upon achievement. With this background an attempt was made to study the association between parental encouragement and academic achievement of adolescents. The book also deals with the several factors associated with academic achievement of adolescents.
4839 RUR
Math Anxiety and Math Achievement of Secondary Students of Bangladesh test anxiety and academic achievement
Present knowledge on the relationship between math anxiety and math achievement emerged from studies in western contexts involving adults. This study aimed to add to the existing knowledge through researching adolescents in a developing country. The study also investigated whether coping might mediate between math anxiety and math achievement. A total of 419 grade 7 and 8 students from 2 randomly selected rural junior-secondary schools of Bangladesh were taken as participants. Math Anxiety Questionnaire, math school exam score, and Kidcope for older children were executed for collecting data. The result coincided with the existing knowledge on the relationship between math anxiety and math achievement finding a significantly inverse but weak relationship between the two. No significant gender difference was found for math anxiety. A series of t-test analyses of 40 low and 40 high math anxious students revealed that low math anxious students employed more active coping and performed better in math, while high math anxious students used more avoidant and negative coping and performed poor in math. Implications of these findings and relevant research directions are discussed.
5490 RUR
The Effects of Justice, Aggression, and Burnout on Achievement test anxiety and academic achievement
Sound justice practices and policies will alleviate the effects of verbal aggression and burnout syndrome towards academic achievement. Hence, this study has developed and tested a model of perceived justice, verbal aggression, burnout, and academic achievement using a data from university students. Path analyses was used to test the study model. The findings suggest that justice mitigates the effects of verbal aggression and burnout while elevating academic achievement. The study also provides useful suggestions and implications for university administrators, teachers, counselors, and students. Limitations and future avenues are also provided.
6690 RUR
Factors Affecting Academic Achievement test anxiety and academic achievement
The book, Factors Affecting Academic Achievement provides review of literature of the various factors influencing academic achievement. This is supplemented by a study on academic achievement's relation with physical and mental health in twelve standard students. The book will be useful for parents, counselors, students and scholars in Education and Educational Psychology. Besides, policy makers will also find it useful.
6690 RUR
Test-Anxiety and Students test anxiety and academic achievement
Test anxiety is a combination of perceived physiological over-arousal, feelings of worry and dread, self-depreciating thoughts, tension, and somatic symptoms that occur during test situations. It is a physiological condition in which people experience extreme stress, anxiety, and discomfort during and/or before taking a test. These responses can drastically hinder an individual's ability to perform well and negatively affects their social emotional and behavioural development and feelings about themselves and school. Test anxiety feeds on the unknown, the more you know about the test, and the more you know about your own anxieties and how to conquer them, the less test anxiety can control you.
3549 RUR
Test Anxiety, Gender and English Language Performance test anxiety and academic achievement
This book is designed for three purposes.First,is to determine the level of test anxiety among undergraduate proficiency students at Universiti Putra Malaysia. Second,to compare the level of test anxiety across gender,and finally,to investigate the relationship between test anxiety and English language performance. This study employed a survey design. 102 undergraduate ESL learners from Universiti Putra Malaysia participated in this study. Two instruments were used to gather data for this study. The first was The Suinn’s Test Anxiety Questionnaire, and the second, Standard Proficiency Test of English. The data were analysed using descriptive statistics, t-test and Pearson correlation. The findings revealed that there was a high level of anxiety among students in general. The study also reported no significant difference on the level of anxiety across gender. Finally, a statistically significant negative correlation was observed between test anxiety and English language performance. The findings suggest effective counseling for students to reduce the level of test anxiety and the use of strategies for helping teachers in addressing the test anxiety problem among the undergraduates.
3549 RUR
Study Anxiety Among School Adolescents test anxiety and academic achievement
Academic achievements of school children are being affected by both emotional and cognitive factors. The present study was aimed at exploring the mediating factors of study anxiety among school children and its impact on their academic achievement. For this purpose the phenomenology of study anxiety was explored using semi structured interviews. The resultant scale of 28 items was then administered on the sample of 419 school children; 201 boys; and 218 girls from 6 Government Schools of Lahore. Factor analysis revealed 3 components of study anxiety i.e. fear of evaluation, behavioral manifestations and memory interference. The Cronbach Alpha was found to be .906, whereas the concurrent validity was found to be .68 and one week test-retest reliability was found to be .896. The factor structure of the scale is discussed in a cultural context proposing a model showing possible links between different ecological factors and study anxiety.
5790 RUR