'n Vergelykende studie van die innerlike dialoog, intelligensie en studiegedrag by 'n groep hoog en laag toetsangstige standerd ses-leerlinge

[摘要] ENGLISH ABSTRACT: Test anxiety has been identified as one of the non-intellectua.lfactors that can effect academic performance negatively. Pooracademic performance of a high school pupil can have negativeresults across a wide spectrum for example, self-esteem, andsubject and career choice.The purpose of this study was to investigate the nature of testanxiety, and certain variables which have a bearing on testanxiety amongst pupils in the junior secondary phase.In the summary of literature on test anxiety the focus is ontheoretical viewpoints concerning the nature of test anxiety andattention is paid to the development of this anxiety in thechild. Reference to possible aetiological factors of test anxietyfor example intelligence, internal dialogue and study habitsalso occur.The experimental group consisted of 71 pupils (33 boys and 38girls) ranging from 13 years nil months to 14 years 11 months inage. Based on scores the pupils achieved on the Test AnxietyScale for Children the investigative group was divided into agroup scoring high on test anxiety, and another scoring low ontest anxiety. Each group included both girls and boys. The twogroups were compared in respect of intelligence, internaldialogue, study habits and attitude towards studying. The measuring-instruments used in this investigation were theGeneral Scholastic Aptitude Test (GSAT), the Survey of Study Habits and Attitudes (SSHA), the Test Anxiety Scale for Children(TASC), the Lie Scale for Children (LSC) and the Protocol ofInternal Dialogue.The following results were achieved in this investigation: Thegroup scoring high on test anxiety achieved, on average, lowerscores on the General Scholastic Aptitude Test. while asignificant higher percentage negative and external locus ofcontrol thoughts was also identified with this group in responseto the Protocol of Internal Dialogue. Scores on the sub-scalesfor study habits and attitudes of the Survey of Study Habits andAttitudes were significantly lower with the group testing highanxiety scores. A significant gender / test anxiety interaction wasalso identified for some of the variables investigated in thisstudy.Test anxiety is a complex construct which can influence pupilfunctioning negatively across a wide spectrum. The negativeeffect of test anxiety can have far-reaching repercussions andshould be addressed by means of planned assistance as early as possible in high school.

[发布机构] Stellenbosch University