A Latent Growth Analysis of Individual Factors Predicting Test Anxiety during the Transition from Elementary to Secondary School

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      29
    • Education Level:
      Elementary Education
      Grade 6
      Intermediate Grades
      Middle Schools
      Grade 7
      Junior High Schools
      Secondary Education
    • Subject Terms:
      Test Anxiety; Predictor Variables; Student Motivation; Academic Achievement; Student Behavior; Gender Differences; Longitudinal Studies; Mathematics; Language Arts; Elementary School Students; Foreign Countries; Grade 6; Grade 7; Student Surveys; Likert Scales; Student Attitudes; French
    • Subject Terms:
      Canada
    • Subject Terms:
      Test Anxiety Inventory
    • Accession Number:
      10.1177/02724316221104198
    • ISSN:
      0272-4316
      1552-5449
    • Abstract:
      This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students' test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizing behaviors and gender in the development of test anxiety. A total of 478 French-speaking students (231 boys, 247 girls) were followed during their transition to secondary school. Latent growth analysis revealed an overall stable trajectory of test anxiety during the transition to secondary school. However, internalizing behaviors and gender moderated the trajectory over time. Additionally, high initial levels of internalizing behaviors, as well as lower grades in mathematics, were associated with initial levels of test anxiety, as measured at the end of elementary school.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1361168