Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Investigating Relationships Between Paternal Pe...

volgende artikel Parenting Adolescents: Developing Strategies fo...

Tip

Swipe om te navigeren naar een ander artikel

09-04-2015 | Original Paper | Uitgave 12/2015

The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations

Tijdschrift:: Journal of Child and Family Studies > Uitgave 12/2015

Auteurs:: Diana Raufelder, Frances Hoferichter, Tobias Ringeisen, Nicola Regner, Christina Jacke

» Toegang tot de volledige tekst krijgen

Abstract

Although there has been an increasing amount of research conducted on test anxiety in adolescence, little is known about the relation of test anxiety and school engagement. The current study addresses this gap by focusing on the potential gender-specific interplay of test anxiety and school engagement among adolescents, testing the role of parental support and parental pressure as mediators in this association. We performed latent multigroup structural equation modeling on a sample of 7th and 8th graders (N = 1088; M _Age = 13.7 years; SD = .53) in secondary schools in Brandenburg, Germany. The results suggest that there are gender differences in the interplay of test anxiety, perceived socio-academic parental support and pressure, and school engagement. Whereas girls’ school engagement is more centered on the mother figure, for boys both parents seem to play an essential role concerning their school engagement as well as test anxiety.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Aiken, L. S., Stein, J. A., & Bentler, P. M. (1994). Structural equation analyses of clinical subpopulation differences and comparative treatment outcomes: Characterizing the daily lives of drug addicts. Journal of Consulting and Clinical Psychology, 62, 488–499. doi: 10.1037/0022-006X.62.3.488. CrossRefPubMed

Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 10, 207–215. doi: 10.1037/h0045464. CrossRef

Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12, 37–41. doi: 10.1073/pnas.0910967107. CrossRef

Azzam, A. (2008). Engaged and on track. Educational Leadership, 65(6), 93–95.

Bedard, K., & Cho, I. (2010). Early gender test score gaps across OECD countries. Economics of Education Review, 29, 348–363. doi: 10.1016/j.econedurev.2009.10.015. CrossRef

Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18, 586–616. doi: 10.4219/jaa-2007-553.

Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82, 319–326. doi: 10.1037/0022-0663.82.2.319. CrossRef

Besharat, M. A. (2003). Parental perfectionism and children’s test anxiety. Psychological Reports, 93, 1049–1055. doi: 10.2466/PR0.93.8.1049-1055. CrossRefPubMed

Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: John Wiley & Sons. CrossRef

Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on change in the school success of middle school students. Family Relations, 57, 504–516. doi: 10.1111/j.1741-3729.2008.00518.x. CrossRef

Brown, T. A. (2006). Confirmatory factor analysis. New York, NY: Guilford.

Bryan, A., Schmiege, S. J., & Broaddus, M. R. (2007). Mediational analysis in HIV/AIDS research: Estimating multivariate path analytic models in a structural equation modeling framework. AIDS and Behavior, 11, 365–383. doi: 10.1007/s10461-006-9150-2. CrossRefPubMed

Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi: 10.1006/ceps.2001.1094. CrossRef

Chan, D. (2009). So why ask me? Are self-report data really that bad? In C. E. Lance & R. J. Vandenberg (Eds.), Statistical and methodological myths and urban legends (pp. 309–336). New York, NY: Routledge.

Cheung, C. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional functioning. Child Development, 82, 932–950. doi: 10.1111/j.1467-8624.2011.01582.x. PubMedCentralCrossRefPubMed

Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY: The Guilford Press.

Davis, M. C., Burleson, M. H., & Kruszewski, D. M. (2011). Gender: Its relationship to stressor exposure, cognitive appraisal, coping processes, stress responses, and health outcomes. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 247–267). New York, NY: Springer.

di Maria, F., & di Nuovo, S. (1990). Gender differences in social and test anxiety. Personality and Individual Differences, 11, 525–530. doi: 10.1016/0191-8869(90)90066-Z. CrossRef

Dimitrov, D. M. (2006). Comparing groups on latent variables: A structural equation modeling approach. WORK: A Journal of Prevention, Assessment & Rehabilitation, 26, 429–436.

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660. doi: 10.1007/s10964-011-9647-5. CrossRefPubMed

Dusek, J. B., & Danko, M. (1994). Adolescent coping style and perceptions of parental child rearing. Journal of Adolescent Research, 9, 412–426. doi: 10.1177/074355489494002. CrossRef

Eccles, J. S. (2007). Families, schools, and developing achievement-related motivations and engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 665–691). New York, NY: Guilford Press.

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89. doi: 10.1080/00461520902832368. CrossRef

Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinber (Eds.), Handbook of adolescent psychology (pp. 404–434). Hoboken, NJ: Wiley.

Egan, S. K., & Perry, D. G. (2001). Gender identity: A multidimensional analysis with implications for psychosocial adjustment. Developmental Psychology, 37, 451–463. doi: 10.1037/0012-1649.37.4.451. CrossRefPubMed

Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628–644. doi: 10.1037/0022-3514.76.4.628. CrossRefPubMed

Englund, M. M., Egeland, B., & Collings, W. A. (2008). Exceptions to high school dropout predictions in a low-income sample: Do adults make a difference. Journal of Social Issues, 64, 77–93. doi: 10.1111/j.1540-4560.2008.00549.x. PubMedCentralCrossRefPubMed

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 702–712. doi: 10.1177/003172171009200326.

Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35, 787–798. doi: 10.1016/j.adolescence.2011.11.004. PubMedCentralCrossRefPubMed

Finlay, K. A., & Heilbrunn, J. Z. (2006). Re- engaging youth in school evaluation of model demonstration truancy programs (Final evaluation report: Gulfton truancy reduction demonstration project, Houston, TX). Denver, CO: National Center for School Engagement, The Colorado Foundation for Families and Children.

Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to school engagement. Journal of Negro Education, 62, 249–268. doi: 10.2307/2295464. CrossRef

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi: 10.3102/00346543074001059. CrossRef

Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461–1474. doi: 10.1111/j.1467-8624.1993.tb02964.x. CrossRefPubMed

Greco, L. A., & Morris, T. L. (2002). Parental child-rearing style and child social anxiety: Investigation of child perceptions and actual father behavior. Journal of Psychopathology and Behavioral Assessment, 24, 259–267. doi: 10.1023/A:1020779000183. CrossRef

Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58, 47–77. doi: 10.3102/00346543058001047. CrossRef

Hock, M. (1992). Exchange of aversive communicative acts between mother and child as related to perceived child-rearing practices and anxiety of the child. In K. Hagtvet & T. Johnsen (Eds.), Advances in test anxiety research (Vol. 7, pp. 156–174). Amsterdam: Swets and Zeitlinger.

Hoferichter, F., & Raufelder, D. (2013). Examining the role of social relationships in the association between neuroticism and test anxiety—Results from a study with German secondary school students. Educational Psychology. doi: 10.1080/01443410.2013.849326.

Holmlund, H., & Krister, S. (2008). Is the gender gap in school performance affected by the sex of the teacher? Labour Economics, 15, 37–53. doi: 10.1016/j.labeco.2006.12.002. CrossRef

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi: 10.1080/10705519909540118. CrossRef

Levpušček, M. P., & Zupančič, M. (2009). Math achievement in early adolescence: The role of parental involvement, teacher’s behavior, and students’ motivational beliefs about math. The Journal of Early Adolescence, 29, 541–570. doi: 10.1177/0272431608324189. CrossRef

Levpušček, M. P., Zupančič, M., & Sočan, G. (2012). Predicting achievement in mathematics in adolescent students: The role of individual and social factors. Journal of Early Adolescence, 33, 523–551. doi: 10.1177/0272431612450949.

Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233–247. doi: 10.1037/a0021307. CrossRefPubMed

Luis, T. M., Varela, R. E., & Moore, K. W. (2008). Parenting practices and childhood anxiety reporting in Mexican, Mexican American, and European American families. Journal of Anxiety Disorders, 22, 1011–1020. doi: 10.1016/j.janxdis.2007.11.001. CrossRefPubMed

Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109, 267–296. doi: 10.1037/0033-2909.109.2.267. CrossRef

Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27, 483–498. doi: 10.1007/s10212-011-0090-5. CrossRef

MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.

Marcia, J. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159–187). New York, NY: Wiley.

Martin, K. A. (1996). Puberty, sexuality, and the self: Girls and boys at adolescence. New York, NY: Routledge.

Martin, A. J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11(1), 1–20.

Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence, 29, 376–404. doi: 10.1177/0272431608322940. CrossRef

Muthén, L. K., & Muthén, B. O. (1998–2013). Mplus user’s guide (7th edn). Los Angeles, CA: Muthén & Muthén.

Nawrotzki, K. D. (2012). Parent–school relations in England and the USA: Partnership, problematized. In M. Richter & S. Andresen (Eds.), The politicization of parenthood: Shifting private and public responsibilities in education and child rearing (pp. 69–83). Dordrecht, NL: Springer. CrossRef

Peleg-Popko, O., & Klingman, A. (2002). Family environment, discrepencies between perceived actual and desirable environment, and children’s test and trait anxiety. British Journal of Guidance & Counselling, 30, 451–466. doi: 10.1080/0306988021000025646. CrossRef

Perdue, O., & Spielberger, C. D. (1966). Anxiety and the perception of punishment. Mental Hygiene, 50, 390–397.

Petermann, F., & Winkel, S. (2007). FLM 7-13 Fragebogen zur Leistungsmotivation für Schüler der 7. bis 13. Klasse [FLM 7-13 Questionnaire of achievement motivation for students from 7th to 13th grade] (Vol. 2007). Frankfurt a.M: Harcourt.

Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396–404. doi: 10.1037/0022-0663.94.2.396. CrossRef

Putwain, D. W., Woods, K. A., & Symes, W. (2009). Do teachers and parents influence a students’ tendency to perceive examinations as threatening?. Manchester: Paper presented at the British Educational Research Association.

Putwain, D. W., Woods, K. A., & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post compulsory education. British Journal of Educational Psychology, 80, 137–160. doi: 10.1348/000709909X466082. CrossRefPubMed

Reitzle, M., Metzke, C. W., & Steinhausen, H.-C. (2001). Eltern und Kinder: Der Zürcher Kurzfragebogen zum Erziehungsverhalten (ZKE). [Parents and children: The Zürich Questionnaire of educational behavior (ZKE)]. Diagnostica, 47, 196–207. doi: 10.1026//0012-1924.47.4.196. CrossRef

Richards, A., French, C. C., Calder, A. J., Webb, B., Fox, R., & Young, A. W. (2002). Anxiety-related bias in the classification of emotionally ambiguous facial expressions. Emotion, 2, 273–287. doi: 10.1037//1528-3542.2.3.273. CrossRefPubMed

Rost, D. H., & Schermer, F. J. (2006). Leistungsängstlichkeit. [Test anxiety]. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 404–415). Weinheim: Psychologie Verlags Union.

Rueger, S. U., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47–61. doi: 10.1007/s10964-008-9368-6. CrossRefPubMed

Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. British Journal of Educational Psychology, 84(1), 137–151. doi: 10.1111/bjep.12018. CrossRefPubMed

Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to Tests. Journal of Personality and Social Psychology, 46, 929–938. doi: 10.1037/0022-3514.46.4.929. CrossRefPubMed

Satorra, A., & Bentler, P. M. (2001). A scaled difference Chi square test statistic for moment structure analysis. Psychometrika, 66, 507–514. doi: 10.1007/BF02296192. CrossRef

Shadach, E., & Ganor-Miller, O. (2013). The role of perceived parental over-involvement in student test anxiety. European Journal of Psychology of Education, 28, 585–596. doi: 10.1007/s10212-012-0131-8. CrossRef

Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. doi: 10.1037/1082-989X.7.4.422. CrossRefPubMed

Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41, 3–25. doi: 10.1177/0044118X09334861. CrossRef

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781. doi: 10.1037/a0012840. CrossRef

Tobin, D. D., Menon, M., Menon, M., Perle, J. G., & Perry, D. G. (2007). Attachment and gender identity in middle childhood. Poster presented at the Society for Research in Child Development, Boston, MA.

Tobin, D. D., Menon, M., Menon, M., Spatta, B. C., Hodges, E. V. E., & Perry, D. G. (2010). The intrapsychics of gender: A model of self-socialization. Psychological Review, 117, 601–622. doi: 10.1037/a0018936. CrossRefPubMed

Toren, N. K. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in Schools, 50, 634–649. doi: 10.1002/pits. CrossRef

Turner, B. G., Beidel, D. C., Hughes, S., & Turner, M. W. (1993). Test anxiety in African American school children. School Psychology Quarterly, 8, 140–152. doi: 10.1016/0887-6185(94)90014-0. CrossRef

Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts. European Psychologist, 18, 136–147. doi: 10.1027/1016-9040/a000143. CrossRef

Vitoroulis, I., Schneider, B., Vasquez, C. C., del Pilar Soteras de Toro, M., & Gonzáles, Y. (2012). Perceived parental and peer support in relation to Canadian, Cuban, and Spanish adolescents’ valuing of academics and intrinsic academic motivation. Journal of Cross-Cultural Psychology, 43, 704–722. doi: 10.1177/0022022111405657. CrossRef

Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. doi: 10.1111/j.1467-8624.2012.01745.x. CrossRefPubMed

Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using mplus. Chichester: Wiley. CrossRef

Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance across gender and race/ethnicity. Journal of School Psychology, 49, 465–480. doi: 10.1016/j.jsp.2011.04.001. CrossRefPubMed

Wharton, A. S. (2009). The sociology of gender: An introduction to theory and research. Malden, MA: Blackwell.

Willis, M. L., Dodd, H. F., & Palermo, R. (2013). The relationship between anxiety and the social judgements of approachability and trustworthiness. PLoS One, 8(10), e76825. doi: 10.1371/journal.pone.0076825. PubMedCentralCrossRefPubMed

Woolley, M. E., & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 93–104. doi: 10.1111/j.1741-3729.2006.00359.x. CrossRef

Ya’ari, O. (1998). Test anxiety. Tel Aviv University, Israel: Dionon Press.

Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459–482. doi: 10.1002/cne.920180503. CrossRef

Yuan, K.-H., & Bentler, P. M. (2004). On Chi square difference and z-tests in mean and covariance structure analysis when the base model is misspecified. Educational and Psychological Measurement, 64, 737–757. doi: 10.1177/0013164404264853. CrossRef

Titel: The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement Among Adolescents: Evidence for Gender-Specific Relations
Auteurs:: Diana Raufelder
Frances Hoferichter
Tobias Ringeisen
Nicola Regner
Christina Jacke
Publicatiedatum: 09-04-2015
DOI: https://doi.org/10.1007/s10826-015-0182-y
Uitgeverij: Springer US
Tijdschrift: Journal of Child and Family Studies
Uitgave 12/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 12/2015

The Influence of Co-offending Within a Moderated Mediation Model of Parent and Peer Predictors of Delinquency

Investigating Relationships Between Paternal Perception of the Role of the Father and Paternal Feeding Practices

A Review of Family Engagement Measures for Adolescent Substance Use Services

Perceived Mental Health, Behavioral, and Adaptive Needs for Children in Medical Foster Care

Embracing Each Other and Growing Together: Redefining the Meaning of Caregiving a Child with Disabilities

Impacts of Children’s Delinquency on Maternal Distress Among Low-Income Families: Postmodern Theoretical Perspective