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在确定大学生考试焦虑"水平"的研究中使用的方法:系统性审查
Jerrell C Cassady1, Ser Hong Tan2, Al Robiullah1
1Department of Educational Psychology, Teachers College, Ball State University, Muncie, IN 47306, USA.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
这篇评论强调,大多数测试焦虑研究都将焦虑视为连续变量. 当使用等级时,方法通常是有缺陷的,但对于分类高考试焦虑而言,存在良好的程序.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 测试焦虑研究传统上侧重于原因和后果.
- 新兴使用考试焦虑作为风险学生的指标.
- 需要标准化方法来评估测试焦虑的严重程度.
研究的目的:
- 系统地审查目前测量测试焦虑水平的策略.
- 评估现有方法的好处和局限性.
- 提出一个框架,以对大学生进行适当的测试焦虑严重程度分类.
主要方法:
- 对测试焦虑评估策略的系统文献综述.
- 在现有研究中分析"等级化"方法.
- 确定统计学上合理的分类程序.
主要成果:
- 大多数研究将考试焦虑视为连续变量,缺乏正式的"等级".
- 当使用"等级"时,不合适的方法 (例如,单个样本分割) 是常见的.
- 有统计学上可靠的方法来识别不同的测试焦虑概况.
结论:
- 目前对考试焦虑的"等级"策略往往不合适.
- 需要开发一种基于共识的分类方法来对高水平测试焦虑进行分类.
- 现有的健全程序可以为测试焦虑严重性评估提供一个强大的框架.
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