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Related Experiment Videos

Seventh-grade students at-risk for school failure.

R Stevens, R O Pihl

    Adolescence
    |January 1, 1987
    PubMed
    Summary

    Students with a history of school failure exhibit lower academic and affective competence. Test anxiety significantly impacts performance for both at-risk and successful students, highlighting the need for stress-reduction strategies.

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    Area of Science:

    • Educational Psychology
    • Developmental Psychology

    Background:

    • School failure in adolescents can negatively impact cognitive and affective development.
    • Understanding the psychological factors contributing to school failure is crucial for effective intervention.

    Purpose of the Study:

    • To assess the impact of prior school failure on academic performance and psychological attributes in young adolescents.
    • To compare students at-risk for failure with their successful peers on various cognitive, affective, and academic measures.

    Main Methods:

    • Compared 51 at-risk seventh-graders with 51 matched controls on intelligence, self-concept, problem-solving, coping, attribution, and locus of control.
    • Utilized teacher ratings, mathematics ability tests, and academic grades for group comparison.
    • Administered two equivalent math tests under relaxed and test-like conditions to evaluate performance under stress.

    Main Results:

    • Students with a history of school failure demonstrated significantly lower intellectual, academic, and affective competence despite normal intelligence.
    • Teachers rated at-risk students as less able to cope with school stress.
    • Approximately 30% of students in both groups performed worse on a math test under perceived test conditions compared to relaxed conditions.

    Conclusions:

    • Prior school failure is associated with deficits in cognitive, academic, and affective functioning in adolescents.
    • Test anxiety negatively affects academic performance in both at-risk and successful students.
    • Interventions should address both academic deficits and the psychological impact of stress on school performance.

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