Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A control-value theory approach: Relationships between academic self-concept, interest, and test anxiety in elementary school children. Child & Youth Care Forum, 45(6), 887-904. doi: 10.1007/s10566-016-9362-1
Introduction
Pekrun emphasises the importance of self concept to academic emotion and does this through the control value model
Positive= adaptive action- enjoyment
Negative= maladaptive- anxiety
Self concept- interest- academic emotion
This study focuses on the relationship between SC and AE (More specifically negative emotion) rather than the achievement aspect of it. This is a high topic of interest as anxiety can disinhibit performance therefore if the topic can be understood,
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Also does gender impact the way anxiety is perceived.
SC is subjective experiences from our environment.
Interest is if they subject find the topic engaging
Test anxiety is a psychological response of fear or distress
Method
Sample 192 forth grade student (9-12 years old), 97 boys and 95 girls all with a mean age of 10.04 and a SD of 0.64. this study was across 11 classes in Germany.
The study used self report methods of questionaires generated by the “German Self-Description questionnaire”. The anxiety traits for interest and test anxiety were measured on a subscale and for SC a likert scale. Prior to the study all materials used were was approved by parents and governing bodies of the area.
Results
Statical test ofT-test and pearson were used to analyse the data as well as paramentric means
Girls report higher levels of anxiety however it was only small change
There is a positive relationship between Sc and interest thouse who perceived themselved to be good were more interested
Negative relationship between SC and text anxiety however interest had no given impact on test
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Where girls scored marginally higher this seems to indicate that girls are more at risk of developing anxiety than boys. However, the high score across all results suggests that this is a majorly topical issue that needs to be addressed urgently.
There is the explanation that it is domain specific and a particular measure is produces particular self-concept, interest and anxiety and it may be able to be generalised to all schools. However, school and classroom level result the score were almost equal, this suggests that the same predictors are to be considered potentially supporting the fact that its domain based.
The age range is small and at this particular age there is not the same decrease of interest as seen in older children through prior research, further global and domain research would need to be conducted across a greater age range and population to provide greater probability in
Introduction Throughout the human life, many events will occur that cause individuals to experience the feelings associated with anxiety. Examples of these events that can cause individuals to experience anxiety are public speaking engagements, eating in restaurants, and using public restrooms (Sands & Gellis, 2012). The diagnosis of anxiety is sustained when the emotion is experienced with significant frequency and intensity, when the psychosocial functioning of the individual is impeded, and when the reaction is not conducive with the stimulus (Sands & Gellis, 2012). In addition, a significant amount of individuals who are diagnosed with anxiety disorders face the challenges of maintaining employment, or becoming active participants within their communities because of tremendous distress.
The students were asked to answer a 5 point scale survey. The article states, “This scale consisted of 15 items measuring depression, anxiety, and psychosomatic symptoms” (Neto pg. 135 2010). 77 percent did not have psychological problems. The boys had lest physiatric problems them the girl. Although 77 percent of the children did not have a problem we have to be able to help the 23 people that did have some symptoms.
Five hundred and seventy eight of the students were from a Mexican background, while one hundred and seventy two were Chinese, and one hundred and seventy one were European. Fifty two percent of the students were girls, while forty-eight percent were boys. DESCRIBE THE METHOD/S USED TO EXAMINE THE HYPOTHESIS The researchers chose to use an initial background questionnaire that was given to each of the schools and then the students were asked to use a daily diary checklist that was to be used at the end of each day over a fourteen day period. The students were asked to report their emotions and keep a record of any events had occurred that day with either parents or family members, friends, or significant others.
J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. Elliot, A. J., & McGregor, H. A. (2001).
4.1 SEX-Dose sex differ will have influence on student’s score? From the histogram graphs above, we can confirm that mean in four subjects are trend to normally distributed. To test whether the mean for reading, writing, math and science is the same for males and females, an independent samples t-test tool is suitable because it can compare the means of a normally distributed interval dependent variable for two independent groups. H0: Females have no significant difference and high mean score than males in reading score H1:
The data were processed and analyzed using SPSS version 18. Frequencies, cross tabulation, Pearson’s, chi-square test, ANOVA were used to analyze the data. A p-value of <0.05 was considered statistically
The State Anxiety Inventory measures anxiety at the time of assessment, which can fluctuate over time. The Trait Anxiety Inventory measures anxiety level as a personal characteristic, which is stable over time. Each scale included 20 items with a response scale of 1-4. The scales’ total score ranges from 20 to 80, with higher scores indicating higher anxiety [21]. The STAI showed acceptable internal consistency (0.89)
After each vignette participants were asked to answer specific questions designed to indicate the level of social anxiety and what participants expected or believed would happen to them in these situations. The results of the study supported previous research that probability bias, social, cost bias, and self-efficacy separately account for a significant variance. Additionally, the findings suggest that social anxiety is significantly related to behavioral action (Lee & Hayes-Skelton). Ethical standards were adhered to as evidenced by the author’s declaration that approval was given by the institutional review board, informed consent was obtained from participants, there were no conflicts of interest and no financial support received for the
There were 101male and 75 female Chinese students with an average age of 16.31±0.594. There were 85 male and 74 female Mauritian students with an average of 16.41±0.555. Age and gender did not differ significantly between the two groups (t=1.63, p=0.104; X2 =0.52, p= 0.471). The students first completed a general questionnaire before attempting the remaining questionnaires according to standard procedures. Intelligence was measured using Raven`s Standard Progressive Matrices (SPM), mood was measured using the Positive Affect and Negative Affect Schedule (PANAS), convergent thinking was assessed using the Remote Associates Test (RAT), personality was measured using the Neuroticism, Extraversion and Openness Five Factor Inventory (NEO-FFI), and memories of parental upbringing was measured using Egna Minnen Beträffande Uppfostran (EMBU).
The adoption of the mastery approach goal leads one to develop the need to improve his competence, and these goals are believed to be more intrapersonal (without relation to one’s peers). This means that mastery approach goals are more likely to stem from the individual’s desire to succeed for personal satisfaction. Since this desire to attain success is innate and not so much comparative, students may not use extreme means to achieve academic success. H3: Both Kiasu-Positive and Kiasu-Negative Behaviours Lead to Greater Academic Achievement.
The final lesson is created positive emotions and moods are extremely crucial to improve the general performance. Thus, this essay will go deep into 03 specific knowledge and what they help me to enhance my personal development. The first point I have to mention here is the
Negative anticipated emotions only increase effort levels when proximity is high. This increased effort lead to the goal achievement. But Nelissen et al (2011) found that these efforts were not affected by positive anticipated emotions. Positive emotions consider the environment secure and making extra efforts is assumed to be not worthy (Baumeister, Bratslavsky, Finkenauer and Vohs 2001) but these emotions promote to strive for new opportunities instead of focusing on these concerns (Fredrickkson
Functional theories of emotion mention that emotions motivate and drive behavior of the individual (Frijda, 1986). Snyder (2002) proposes that emotions resulting from the perception of success or failure of one’s pursuits towards personal goals will be colored by the perception one has towards the goals. Positive (negative) perceptions hence, will lead to positive (negative) emotions. Furthermore, he explains that the dispositional hope of these individuals will further aid or deter them from pursuing the goal in mind. For example, if an individual perceives that meeting a certain goal is difficult because of impediments/deterrents, the resulting emotion will be stressful, and, the capability to deal with the stress thence produced will be determined by the initial dispositional hope of the individual.
Hooper(2012) points out that children positive energy and curiosity seems to drain away, becoming restless, unhappy and uneasy if they are forced to focus on one thing repeatedly and unhappily. In such case, students may often feel sad since happiness and excitement can hardly be found. Besides, as childhood happiness and adult happiness are correlated (Freeman, Templer and Hill ,1999), when a child with little childhood happiness grown up, he or she may suffer from emotional diseases due to long time duration of despondency. From the comprehensive point of view, it can be argued that,as a student, being labeled as a tip-top talent in a society, he or she may feel nervous and live in scare all the time. This may affect his or her future a lot because happiness in student stage was replaced by nervousness and scary.
Barbara is a social psychologist who stands out for the study of the positive psychology and the emotions, concretely she centres on the positive emotions. She has the teacher's work of psychology at the University of North Carolina, in Chapel Hill. In this essay, I am going to defend that our well-being and way of thinking are related to the positivity with which we live our lives. For that, I am going to discuss the roots of this study and we are going to continue with the different theories including examples of each one.