Beyond Individual Factors: Contextual Factors Matter for Students’ Test anxiety_Preprint
Bibliographic record
Abstract
The present study explored the simultaneous role of various individual, parental, and school factors in students’ test anxiety. Participants included 339 parent-child dyads (N = 678) from 13 elementary and high schools of the Quebec province, Canada. Both dyad members provided data through self-report validated scales at two timepoints (T1 = final year examinations in May-June 2019, T2 = normal school curriculum period, October-November 2019). Results of multilevel linear mixed-effect models revealed that negative stress mindsets, self-oriented and socially prescribed perfectionism, and low autonomous motivation significantly predicted students’ test anxiety months later. Interestingly, after accounting for these individual variables, parents’ trait anxiety, school type and school level predicted a small yet unique part of the variance in students’ test anxiety. However, controlled motivation, parental practices, parental perceived threat in the environment and socioeconomic status did not significantly predict test anxiety once all the other factors considered. Results did not vary significantly across students’ gender. In considering individual, parental and school factors in combination, the current study provides important insights regarding both their relative contribution and their additive relations with students’ test anxiety. In doing so, our work points out possible contextual targets for interventions to reduce students’ test anxiety in school.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | low |
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | high |
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedLabeled directly by 2 models reading the full record.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".