Cultural and Gender Differences in Experiences and Expression of Test Anxiety among Chinese, Finnish and Swedish Grade 3 Pupils

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Mikaela Nyroos, Johan Korhonen, Aihui Peng, Karin Linnanmäki, Camilla Svens-Liavåg, Anette Bagger, Gunnar Sjöberg
Publisher: Taylor and Francis
Publication year: 2015
Journal: International Journal of School and Educational Psychology
Volume number: 3
Issue number: 1
Start page: 37
End page: 48
eISSN: 2168-3611


Abstract

Despite a huge amount on research on test anxiety, little consideration has been given to cultural impacts of children’s experiences and expressions of test anxiety. The aim of the present study was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred ninety-eight pupils in Grade 3 in China, Finland, and Sweden, with different testing realities, completed the Children’s Test Anxiety Scale (CTAS). Results from exploratory structural equation modelling (ESEM) indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviours component. Significant interaction effects between gender and culture were also observed; the Nordic girls exhibited higher levels of autonomic reactions, but an opposite pattern in the Chinese sample with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the component off-task behaviours appears to not be universal for children. It is also suggested that gender differences vary as a function of culture.


Keywords

cross-cultural, test anxiety

Last updated on 2019-21-10 at 03:19

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