Test anxiety, coping strategies, and perceived health in a group of high school students: a Turkish sample

A group of high school juniors and a group of high school seniors in Izmir, Turkey completed measures of test anxiety, coping skills, and perceived health status both before and after a major exam period. Students with high test anxiety used less effective coping mechanisms and tended to have poorer perceptions of their health. Prior to the exams, juniors displayed higher test anxiety and used less effective coping mechanisms than seniors. After the exam periods, improvements were seen for both age groups on perceived health, but scores of younger students remained significantly higher than scores of seniors on one of the key measures of test anxiety. Results of the study lend support to those of previous studies done in other cultural contexts, and findings have implications for the development of interventions designed to help students cope with stress.     

Intrinsic motivation among regular, special, and alternative education high school students.

This study examined motivationally related variables among three types of high school students. In particular, students' perceptions of competence, control, parental autonomy support, teacher autonomy support, peer autonomy support, and academic coping were investigated. Two hundred fifty-one juniors and seniors (104 regular education, 93 alternative education, and 54 special education) from a large Southern California school district participated. Significant group differences were found on measures of perceived competence, academic coping, and parental autonomy support. Specifically, regular education students had a higher level of self-reported academic competence than did special education students. Further, regular education and special education students reported that their parents were more involved in their lives as compared with alternative education students. Finally, regular education students reported a higher level of academic anxiety than did special education and alternative education students; however, regular education students had the highest level of positive coping. The implications of these findings are discussed.     

Opening up in the classroom: effects of expressive writing on graduate school entrance exam performance

Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type, the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT.     

Self-esteem, depression, and alcohol dependency among high school students

123 high school students completed the short form of the Coopersmith Self-esteem Inventory-School Form and its Lie scale, Beck's Depression Inventory, and an Alcohol Dependency Scale. Analyses of variance (2 x 4) showed boys had higher mean Lie scores than girls, and freshmen had lower mean alcohol dependency scores than sophomores, juniors, and seniors. Correlations between self-esteem scores and depression scores were significant and negative, but values were significant and positive between self-esteem and lie scores and between depression and alcohol dependency scores. Much work is required to understand better the relations among depression, self-esteem, and drug and alcohol dependency in high school students if interventions are to focus upon prevention.     

Transitional Adolescents,Anxiety, and Group Counseling

One hundred-eighty college-bound high school seniors were studied to determine whether small group counseling would affect their anxiety level. 60 students comprised the experimental group and 60 students each the 2 control groups. 6 small group counseling sessions were conducted during the spring just prior to high school graduation and 6 more in the fall, following college enrollment. Comparison of anxiety levels was made at the conclusion of each series of counseling sessions. The students of the experimental group showed significantly lower anxiety scores than did those of the control groups, both in the spring and in the fall. The conclusion was drawn that experience in small group counseling was followed by significantly lower levels of anxiety in transitional adolescents.     

Perceived social support,coping, and symptoms of distress in American and Spanish students

Abstract

The aim of this study was to test whether coping responses mediated the influence of perceived social support on symptoms of anxiety/depression, social withdrawal, and aggressive behavior in American (N=349) and Spanish students (N=437). Participants completed measures of perceived support, social stress, coping, and distress. Coping partially mediated relations between perceived support and distress, with coping mediation most evident in individuals facing high levels of social stress. Decreased use of disengagement coping by individuals with high perceived support appears to partially explain the protective value of perceived social support. Multiple group covariance structure analysis showed that models linking perceived support, coping, and distress were very similar across cultures, suggesting that the mechanisms underlying decreased risk for individuals with high perceived support may be relatively independent of cultural context, and that interventions designed to increase perceived support and decrease disengagement could be appropriate in both cultures.     

Perceived sources and levels of stress,general self-efficacy and coping strategies in clinical dental students

The aims of this study were to identify sources of stress among clinical students and to evaluate the students’ perceived levels of stress, general self-efficacy and effective coping strategies in a private dental school environment. The study group consisted of 130 undergraduate clinical dental students in a Turkish private dental school, during the academic year 2014–2015. The students were surveyed using modified version of the dental environment stress (DES) survey, the perceived stress scale, the general self-efficacy scale (G-SES) and the brief coping scale. Age, sex, year of study, history of psychiatric treatment and factors that affected the choice of dentistry were also recorded. Final year and female clinical dental students, who were found to be the most stressful students, had moderate to high perceived stress scores. Total and ‘Faculty and administration’ related DES scores increased with the year of study. Stressors related to ‘Workload’ and ‘Clinical training’ affected females more than males. G-SES scores were higher in male students and students, who had no history of psychiatric treatment. The most and the least common coping strategies were ‘Planning’ and ‘Substance abuse’, respectively. ‘Religion’ was found to be one of the main coping strategies. Stress factors affecting Turkish clinical dental students studying at private dental school differed from the previously reported stress factors affecting students studying at a governmental dental school. Advanced year and female students experienced more stress than the other students.     

Anxiety, depression and coping: CDI, MASC and CRI-Y for screening purposes in schools

This study used depression (CDI - Kovacs, 1981), anxiety (MASC - March, 1997) and coping strategy (CRI-Y - Moos, 1993) scales and studied the fitness and discriminant validity of reduced versions. The sample consisted of 916 Portuguese pupils, 54.3% feminine, aged 10 to 21 years old. The participants were selected from a set of public schools nation-wide. Two classes were chosen from the 5th to the 12th grades. A set of principal component analyses was carried out in a randomly chosen sample (n = 394) and all the three reduced measures were found to be strongly correlated with the previous. Confirmatory factor analyses (CFA) using the other part of the sample (n = 522) revealed adjustment indexes suggesting a good fit for both the whole model and gender and age groups separately. All scales revealed a good internal consistency. Globally, girls were more anxious and developed more coping strategies than boys. Older students tended to be less depressed, while younger adolescents present higher scores in depression and anxiety and less coping strategies. Reduced scales are sensitive to gender and age differences and can be used in school settings in order to establish a baseline and roadmaps for both universal and selective mental health school based programs.     

大学生自信发展特点的研究

本研究选取931名大学生为被试,采用自编“大学生自信问卷”?考察了大学生自信的年龄特点、性别差异及学校类型差异。结果表明：大学生自信总水平差异显著,除社交自信外,整体自信、学业自信和身体自信均存在极显著性别差异,男生高于女生;大学生在整体、学业和身体自信及其分维度上存在显著年级差异：一、四年级显著高于二、三年级,其中三年级自信度明显低于其它年级;学业、社交、身体自信及其分维度存在显著学校类型差异,非重点大学学生显著高于重点大学学生;年级和学校类型在身体自信、整体自信、学业自信、社交自信及其某些层面上存在显著交互作用;性别和学校类型在身体自信某分维度的交互作用达显著水平。     

Prüfungsangst bewältigen

Test anxiety or exam anxiety is a prevalent problem among students. Therefore, a high proportion of students seek help in university counseling centers. Based on a theoretical review of psychological theories and models of test anxiety, a cognitive-behavioral training program for coping with test anxiety as well as the evaluation of the program is presented. The program includes elements of behavior training with video-supported role playing and simulation of (oral) test situations, enhancement of learning and preparation strategies including time management as well as cognitive intervention strategies and relaxation training. Evaluation of the workshop program shows significant reduction of test anxiety and the strengthening of self-efficacy. The group program also lends itself for application with other groups, such as school students or for the preparation of job interviews.     

The role of coping, anxiety, and stress in depression post-acute coronary syndrome

Depressive symptoms are common and can affect prognosis following acute coronary syndromes (ACS). This study examined the psychological factors, coping, anxiety, and perceived stress associated with depression following ACS. Psychological variables were assessed in 15 females and 66 males (M = 57 years, SD = 12). Repeated measures at 2, 12, and 24 weeks post-ACS compared depression, anxiety, perceived stress, and coping resources as determined by the Cardiac Depression Scale, Beck Depression Inventory-II, State Trait Anxiety Inventory, Perceived Stress Scale, and Coping Resources Inventory. Depression, anxiety, and perceived stress remained high in the depressed group across time. Coping scores at 2 weeks post-ACS predicted depression scores at 24 weeks post-ACS. It appears that trait anxiety and coping resources are related to depressive symptoms post-ACS.     

Students' perceptions of male sexually aggressive behavior as a function of educational level and gender

Two hundred and four students (108 college freshmen, sophomores, juniors, and seniors; 96 high school juniors and seniors) participated in this study. The socioeconomic status of the participants (high school = 93% Caucasian, 7% African-American; college = 96% Caucasian, 4% African-American) was primarily in the lower middle-class range. The purposes of this investigation were (1) to test whether or not differences exist between high school and college students' perceptions of one form of male sexually aggressive behavior against women, (2) to determine if differences exist between male and female students' perceptions of such behavior against women, and (3) to explore the sex role socialization theory by providing empirical observation of its basic tenets. Findings suggested that boys may experience slower maturation and development of sensitivity toward sexual aggression than girls, but that this gap may lessen with advancing age for college males.     

Interest differentiation in high school and vocational indecision in college

Vocational indecision was defined as being both a college upperclassman and having no major. In a sample of 1622 students in college for three years, 24% indecisive students were found and compared with vocationally decisive students (having majors) using precollege measures of achievement, aptitude, and interest. Measures of interest differentiation were of particular concern. Indecisiveness was best predicted from present and past achievement measures, e.g., cumulative college GPA or high school mathematics GPA. Interest predictors slightly augmented the multiple correlation including Outdoor interest, Business Contact interest, and interest differentiation. Most important to vocational indecision in these juniors and seniors, however, was lower academic achievement.     

Relationships among mental health,coping styles,and mood

The present study investigated the relationships between mental health (measured by the General Health Questionnaire--6 factors: General Illness, Somatic Symptoms, Sleep Disturbance, Social Dysfunction, Anxiety and Dysphoria, Suicidal Depression), coping styles (two strategies: Cognitive centered, Emotional centered), and mood (Tense Arousal, Energetic Arousal). 96 students answered questionnaires before their semester test which was a stressor. Analysis showed that (1) Tense Arousal scores correlated positively with overall General Health scores and all General Health factor scores, and Energetic Arousal scores correlated negatively with overall General Health scores and all General Health factor scores except one; (2) Anxiety and Dysphoria scores predicted Tense Arousal scores the best of General Health factor scores, while both Social Dysfunction scores and General Illness scores predicted Energetic Arousal scores. (3) Participants with high Energetic Arousal scores used a Cognitive centered coping strategy much more than an Emotional centered coping strategy. That is, people with low Energetic Arousal scores seem to use the Emotional centered coping strategy and have anxiety/dysphoria, while people with high Energetic Arousal scores seem to use a Cognitive centered coping strategy and have good health and social activity. These results suggest that there are small but significant relationships among mental health, coping styles, and mood.     

Evaluating a Guidance and Language Arts Unit for High School Juniors

In this study the authors report on the evaluation of a program enhancing both the career development and writing skills of high school juniors. Participants were 166 juniors attending a suburban midwestern high school. School counselors and English teachers worked together to provide an opportunity for students to develop academic skills while exploring relevant career issues. Results indicated that for a wide range of students, participation in the program led to the achievement of specific guidance competencies. Changes in perceived mastery of guidance competencies predicted positive change in vocational identity and attainment of higher English grades for girls. Implications for promoting school counselors' involvement in guidance program evaluation practices are discussed.     

Personal and vocational development in high school students

The purpose of this research was to test the effectiveness of a high school psychology course (16 weeks) in promoting positive personal and vocational development. One hundred ten junior students who were enrolled in a psychology course (4 sections) served as experimental subjects (Ss). Ninety-nine juniors and seniors from study halls were used as control Ss. Criterion measures consisted of the Personal Orientation Inventory and the Vocational Maturity Scale. Besides pre- and postdata, a three-month followup was also included. The statistical analysis consisted of a multiple linear regression model. Restrictions (sex, aptitude, and gpa) were imposed upon the model to control statistically for sources of variances affecting the relationship between treatment and criteria. Significance was set at or beyond the .05 level of probability. The findings suggest that the students in the psychology course showed more positive mental health and more vocational maturity than students in the control group. The change in the treatment conditions for the three criterion measures continued in the expected direction after a three-month period of time.     

A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance

The negative thoughts that anxious children experience while sitting for an exam consume working memory resources at the cost of resources for performing on the exam. In a randomized field experiment (N = 117) with primary school students, we investigated the hypothesis that stimulating students to look through the problems of a math test before they start solving them would reduce anxiety, release these anxiety‐related working memory resources, and lead to higher test performance than not allowing students to look ahead in the test. The results confirmed the hypothesis, indicating that the positive effects of looking ahead applied to all students, regardless of their anxiety level (low, medium, or high). The results suggest that by looking ahead in a test, less working memory resources are consumed by intrusive thoughts, and consequently, more resources can be used for performing on the test. Theoretical and practical implications of the results are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Error Rates on Two Forms of the Self-Directed Search and Satisfaction With the Results

The number and type of scoring errors made on Holland's Self-Directed Search-R (SDS-R) are examined. Participants were high school juniors and seniors. The results indicate that although some errors were made, the SDS-R was perceived as a useful career assessment tool. Implications of the results are also discussed.     

Sex, ethnic, and social differences in test anxiety among Israeli adolescents

The effects of sex, ethnicity, and social class on levels of test anxiety were examined among a sample of 416 adolescent students in Israel. Significant sex differences in mean levels of test anxiety were found, with girls scoring consistently higher than boys across ethnic, social, and grade categories. Pupils of low socioeconomic status (SES) also scored consistently higher than pupils of high SES across grades. Nevertheless, this study provides little support for the commonly held view that sociocultural or sex group differences in school achievement are due, in any meaningful way, to differences in test anxiety. The group differences, though significant for SES and sex, were of negligible magnitude, and the correlation between test anxiety scores and grade point average was minimal for the group as a whole and nonsignificant for students of Eastern background, who have been purported to be particularly affected by high levels of test anxiety. The findings do support other cross-cultural studies, which have found only a modicum of shared variance between test anxiety and grades. It is concluded that test anxiety is not a particularly valid predictor of achievement or ability.     

Emotional intelligence,coping and exam‐related stress in Canadian undergraduate students

The associations among emotional intelligence (EI), coping, personality and exam‐related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre‐exam period. Higher levels of stress were associated with lower scores on EI components, and higher scores on emotion‐focused coping and neuroticism. A scale‐level factor analysis of the EI and coping subscales produced three composite factors, which each had high loadings from at least one EI and one coping subscale. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion‐focused coping) and the Task Focus factor (high loadings of Adaptability EI and task‐focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modelling. The results showed that these factors mediated the effect of personality on stress and SWB.