Perceptions and Incidence of Test Anxiety
DOI:
https://doi.org/10.5206/cjsotl-rcacea.2015.3.3Abstract
Test anxiety (TA) can lower student GPA and increase dropout rates in populations of university students. Despite numerous treatment options, many students still suffer from TA. The stigma attached to this type of anxiety and the incidence rates and perceptions of TA were quantified through surveys distributed to 1,099 students at a Canadian university. Results of this study indicated that 38.5% of students (30.0 % of males, 46.3 % of females) suffered from self-reported TA at some point over the course of their university career. The prevalence of TA varied by faculty, with the highest incidence among those students enrolled concurrently in Arts and Science, and Nursing students. While student perceptions varied by age, sex, and experience with TA, one third of students expressed negative and inaccurate views about TA. These negative perceptions may explain why 11.3% of surveyed students indicated they would not seek help for their TA as, for many, to do so would make them seem weak in the eyes of their colleagues. Further, 20.5% of students surveyed reported that they believe professors would be unable or unwilling to help. It may be the case that this negative perception towards TA makes it difficult for faculty and helping professionals to identify and intervene effectively. Faculty specific educational campaigns designed to educate students about TA, in particular about its prevalence and severity, are suggested as a method to circumvent the negative stigma surrounding this condition. Implementation of such educational policies will likely improve the educational experience and performance of students with TA, as well as improve student retention.
L’anxiété due aux examens peut faire baisser la moyenne cumulative des étudiants et augmenter le nombre de décrocheurs parmi les étudiants universitaires. Malgré les nombreuses options qui existent pour remédier à cela, un grand nombre d’étudiants souffrent de cette anxiété. La stigmatisation de ce type d’anxiété, ainsi que le taux d’incidence et les perceptions de l’anxiété due aux examens ont été quantifiés grâce à des sondages distribués à 1.099 étudiants dans une université canadienne. Les résultats de cette étude indiquent que 38,5 % d’étudiants (30,0 % d’hommes et 46,3 % de femmes) ont déclaré avoir souffert d’anxiété due aux examens à un moment ou à un autre au cours de leurs études universitaires. La prévalence de cette anxiété variait selon les facultés et la plus haute incidence se trouvait parmi les étudiants inscrits simultanément en lettres et sciences et en soins infirmiers. Les perceptions des étudiants variaient selon l’âge, le sexe et l’expérience préalable d’avoir souffert d’anxiété, toutefois un tiers des étudiants ont exprimé des opinions négatives et inexactes à propos de l’anxiété due aux examens. Ces perceptions négatives pourraient peut-être expliquer pourquoi 11,3 % des étudiants qui ont participé au sondage ont indiqué qu’ils n’allaient pas chercher à se faire aider pour réduire leur anxiété car, s’ils le faisaient, cela les ferait paraître encore plus faibles aux yeux de leurs collègues. De plus, 20,5 % des étudiants interrogés ont rapporté qu’ils pensaient que leurs professeurs seraient incapables de les aider ou peu disposés à le faire. Il est possible que cette perception négative à l’égard de l’anxiété due aux examens explique pourquoi il est difficile pour les professeurs et les autres professionnels aidants d’identifier le problème et d’intervenir efficacement. Les campagnes éducatives qui s’adressent spécifiquement aux professeurs et qui sont conçues pour éduquer les étudiants sur l’anxiété due aux examens, en particulier sur la prévalence et la gravité de cette anxiété, ont été suggérées comme moyen de circonvenir les stigmates négatifs qui entourent cette condition. La mise en oeuvre de telles politiques éducatives pourrait probablement améliorer l’expérience éducative et la réussite des étudiants qui souffrent d’anxiété due aux examen, elle pourrait également améliorer la rétention des étudiants.
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