The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING
Abstract
This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = −.21 and r = −.10. Students also reported significantly more cognitive (r = −.20) and physiological (r = −.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.
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Citations
Cites
Correlates, Causes, Effects, and Treatment of Test Anxiety
Hembree, R. (1988) · Review of Educational Research · doi:10.3102/00346543058001047 · Cited by 1,723 · cited 5×
“Previous research has demonstrated that test anxiety can have a negative impact on grade point average and that children with high levels of test anxiety are more likely to drop out of school (Cizek & Berg 2006; Hembree, 1988; Spielberger, 1966).”
BackgroundMethodInfluentialCognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data
Liebert, R. M., & Morris, L. W. (1967) · Psychological Reports · doi:10.2466/pr0.1967.20.3.975 · Cited by 1,150
(1998) · Perspectives on Individual Differences · doi:10.1007/b109548 · Cited by 1,105
Anxiety in elementary school children: A report of research.
Sarason, S. B., Davidson, K. S., Lighthall, F. F., Waite, R. R., & Ruebush, B. K. (1960) · John Wiley & Sons, Inc. eBooks · doi:10.1037/14349-000 · Cited by 526
Anxiety in Elementary School Children
McCandless, B. R., Sarason, S., Davidson, K. S., Lighthall, F. F., Waite, R. E., & Ruebush, B. K. (1967) · American Educational Research Journal · doi:10.2307/1161622 · Cited by 504
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs
Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003) · Theory Into Practice · doi:10.1207/s15430421tip4201_4 · Cited by 344
Test Anxiety: A Major Educational Problem and What Can Be Done about It
Hill, K. T., & Wigfield, A. (1984) · The Elementary School Journal · doi:10.1086/461395 · Cited by 286
The Impact of High-Stakes Testing on Teachers and Students in North Carolina.
Jones, M. G., Jones, B. D., Hardin, B. J., Chapman, L., Yarbrough, T., & Davis, M. J. (1999) · Phi Delta Kappan · Cited by 270
What’s at Stake in High-Stakes Testing: Teachers and Parents Speak Out
Barksdale-Ladd, M. A., & Thomas, K. F. (2000) · Journal of Teacher Education · doi:10.1177/0022487100051005006 · Cited by 269
The Effects of Anxiety on Complex Learning and Academic Achievement
Spielberger, C. D. (1966) · Anxiety and Behavior · doi:10.1016/b978-1-4832-3131-0.50019-6 · Cited by 269
Cited by
Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review
von der Embse, N., Jester, D., Roy, D., & Post, J. (2018) · Journal of Affective Disorders · doi:10.1016/j.jad.2017.11.048 · Cited by 691
Self-citationSubjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects
Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01994 · Cited by 318
von der Embse, N., Barterian, J., & Segool, N. (2013) · Psychology in the Schools · doi:10.1002/pits.21660 · Cited by 273
Self-citationMultidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research
Burcaş, S., & Creţu, R. Z. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09531-3 · Cited by 74
von der Embse, N. P., Schultz, B. K., & Draughn, J. D. (2015) · School Psychology International · doi:10.1177/0143034315609094 · Cited by 45
Metadata
- Authors
- Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2013-03-06
- Volume
- 50
- Issue
- 5
- Pages
- 489-499
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W1889935704
- Cited by
- 272
- References
- 27
- FWCI
- 25.81
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING. https://app.cochat.ai/papers/10.1002/pits.21689
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- Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING. Psychology in the Schools. https://doi.org/10.1002/pits.21689
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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