Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 8
1,172
Views
10
CrossRef citations to date
0
Altmetric
Articles

How accurate are teacher and parent judgements of lower secondary school children’s test anxiety?

, &
Pages 909-925 | Received 11 Jul 2012, Accepted 23 May 2013, Published online: 30 Jul 2013

References

  • Arbuckle, J. L. (2011). IBM SPSS Amos 20 user’s guide. Chicago, IL: Amos Development Corporation, SPSS Inc..
  • Beidel, D. C. & Turner, B. G. (1988). Comorbidity of test anxiety and other anxiety disorders in children. Journal of Abnormal Child Psychology, 16, 275–287.
  • Boehnke, K., Silbereisen, R. K., Reynolds, C. R., & Richmond, B. O. (1986). What I think and feel – German experience with the revised form of the Children’s manifest anxiety scale. Personality and Individual Differences, 7, 553–560.
  • Carter, R., Williams, S., & Silverman, W. K. (2008). Cognitive and emotional facets of test anxiety in African American school children. Cognition and Emotion, 22, 539–551. doi:10.1080/02699930801886722.
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268–274.
  • Ergene, T. (2003). Effective interventions on test anxiety: A meta-analysis. School Psychology International, 24, 313–328.
  • Faber, G. (1994). Das schulfachspezifische Erleben von Hilflosigkeit, Zuversicht und Leistungsangst: Eine vergleichende Untersuchung zu den selbstbezogenen Überzeugungen und zum lehrerperzipierten Verhalten rechtschreibschwacher Grundschüler [An analysis of spelling-specific helplessness, confidence, test anxiety, and teacher-rated classroom behaviors in students with spelling problems]. Sonderpädagogik, 24, 188–201.
  • Faber, G. (1995a). Die Diagnose von Leistungsangst vor schulischen Rechtschreibsituationen: Neue Ergebnisse zu den psychometrischen Eigenschaften und zur Validität einer entsprechenden Kurzskala [Diagnosis of performance anxiety in educational spelling tests: New results of the psychometric properties and validity of a relevant brief scale]. Praxis für Kinderpsychologie und Kinderpsychiatrie, 44, 110–119.
  • Faber, G. (1995b). Schulfachbezogen erfragte Leistungsängste bei Grundschulkindern: Eine Analyse ihrer differentiellen Beziehungen zu ausgewählten Selbstkonzept- und Leistungsmaßen [Domain-specific test anxieties in elementary school children: An analysis of their differential relations to academic self-concept and achievement]. Psychologie in Erziehung und Unterricht, 42, 278–284.
  • Faber, G. (2001). Das Verhalten rechtschreibängstlicher Grundschulkinder im Lehrerurteil: Empirische Untersuchungsergebnisse zur Problematik informeller Alltagsdiagnosen [Teacher ratings of primary school children with spelling-specific test anxiety: Empirical results concerning informal diag-noses]. Heilpädagogische Forschung, 2, 58–65.
  • Funder, D. C. (1999). Personality judgement. A realistic approach to person perception. San Diego, CA: Academic Press.
  • Givvin, K. B., Angeles, C. A., Stipek, D. J., Salmon, J. M., & MacGyvers, V. L. (2001). In the eyes of the beholder: Students’ and teachers’ judgements of student motivation. Teaching and Teacher Education, 17, 321–331.
  • Helmke, A. & Fend, H. (1981). Wie gut kennen Eltern ihre Kinder und Lehrer ihre Schüler? [How well do parents know their children and teachers their students?]. In G. Zimmer (Ed.), Persönlichkeitsentwicklung und Gesundheit im Schulalter [Development of personality and health at school-age] (pp. 341–360). Frankfurt: Campus.
  • Helmke, A. & Fend, H. (1982). Diagnostic sensitivity of teachers and parents with respect to the test anxiety of students. In R. Schwarzer, H. M. van der Ploeg, & C. D. Spielberger (Eds.), Advances in test anxiety research (pp. 115–128). Hillsdale, NJ: Lawrence Erlbaum.
  • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47–77.
  • Herjanic, B. & Reich, W. (1982). Development of a structured psychiatric interview for children: Agreement between child and parent on individual symptoms. Journal of Abnormal Child Psychiatry, 10, 307–324.
  • Hodapp, V. (1991). Das Prüfungsängstlichkeitsinventar TAI-G: Eine erweiterte und modifizierte Version mit vier Komponenten [The German test anxiety inventory TAI-G: An extended and modified version with four components]. Zeitschrift für Pädagogische Psychologie, 5, 121–130.
  • Hoge, R. D. & Coladarci, T. (1989). Teacher-based judgements of academic achievement: A review of literature. Review of Educational Psychology, 59, 297–313.
  • Johns, G. (1981). Difference score measures of organizational behaviour variables: A critique. Organizational Behaviour and Human Performance, 27, 443–463.
  • Karing, C. (2009). Diagnostische Kompetenz von Grundschul- und Gymnasiallehrkräften im Leistungsbereich und im Bereich Interessen [Diagnostic competence of elementary and secondary school teachers in the domain of competence and interests]. Zeitschrift für Pädagogische Psychologie, 23, 197–209. doi:10.1024/1010-0652.23.34.197.
  • King, N. J., Mietz, A., Tinney, L., & Ollendick, T. H. (1995). Psychopathology and cognition in adolescents experiencing severe test anxiety. Journal of Clinical Child Psychology, 24, 49–54.
  • King, N. J., Ollendick, T. H., & Prins, P. J. M. (2000). Test-anxious children and adolescents: Psychopathology, cognition and psychophysiological reactivity. Behaviour Change, 17, 134–142.
  • Liebert, R. M. & Morris, L. W. (1967). Cognitive and emotional components of test anxiety. Psychological Reports, 20, 975–978.
  • Lowe, P. A. & Lee, S. W. (2008). Factor structure of the test anxiety inventory for children and adolescents (TAICA) scores across gender among students in elementary and secondary settings. Journal of Psychoeducational Assessment, 26, 231–246. doi:10.1177/0734282907303773.
  • Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., … Janik, M. (2008). The test anxiety inventory for children and adolescents (TAICA). Journal of Psychoeducational Assessment, 26, 215–230. doi:10.1177/0734282907303760.
  • Methia, R. A. (2004). Help your child overcome test-anxiety and achieves higher test scores. College Station, TX: VBW.
  • Morris, L. W. & Liebert, R. M. (1970). Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance. Journal of Consulting and Clinical Psychology, 35, 332–337.
  • Peter, P. J., Churchill, G., & Brown, T. (1993). Caution in the use of difference scores in consumer research. Journal of Consumer Research, 19, 655–662.
  • Schrader, F.-W. (2009). Anmerkungen zum Themenschwerpunkt Diagnostische Kompetenz von Lehrkräften [The diagnostic competency of teachers]. Zeitschrift für Pädagogische Psychologie, 23, 237–245. doi:10.1024/1010-0652.23.34.237.
  • Schuerger, J. M., Zarrella, K. L., & Hotz, A. S. (1989). Factors that influence the temporal stability of personality by questionnaire. Journal of Personality and Social Psychology, 56, 777–783.
  • Schwarzer, R., Seipp, B., & Schwarzer, C. (1989). Mathematics performance and anxiety: A meta-analysis. In R. Schwarzer, H. M. van der Ploeg, & C. D. Spielberger (Eds.), Advances in test anxiety research (pp. 105–119). Lisse: Swets & Zeitlinger.
  • Seipp, B. & Schwarzer, C. (1991). Angst und Leistung – Eine Meta-Analyse empirischer Befunde [Anxiety and achievement – A meta-analysis of empirical findings]. Zeitschrift für Pädagogische Psychologie, 5, 85–97.
  • Sparfeldt, J. R., Schilling, S. R., Rost, D. H., Stelzl, I., & Peipert, D. (2005). Leistungsängstlichkeit: Facetten, Fächer, Fachfacetten? Zur Trennbarkeit nach Angstfacette und Inhaltsbereich [Test anxiety: The relevance of anxiety facets as well as school subjects]. Zeitschrift für Pädagogische Psychologie, 19, 225–236. doi:10.1024/1010-0652.19.4.225.
  • Spinath, B. (2005). Akkuratheit der Einschätzung von Schülermerkmalen durch Lehrer und das Konstrukt der diagnostischen Kompetenz [Accuracy of teacher judgments of student characteristics and the construct of diagnostic competence]. Zeitschrift für Pädagogische Psychologie, 19, 85–95. doi:10.1024/1010-0652.19.1.85.
  • Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress, & Coping, 17, 213–226. doi:10.1080/10615800412331292615.
  • Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104, 743–762.
  • Warren, M. K., Ollendick, T. H., & King, N. J. (1996). Test anxiety in girls and boys: A clinical-developmental analysis. Behaviour Change, 13, 157–170.
  • Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress, and Coping, 17, 227–240. doi:10.1080/10615800412331292606.
  • Zeidner, M. (1998). Test anxiety. The state of the art. New York, NY: Plenum Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.