State-Anxiety and Academic Burnout Regarding University Access Selective Examinations in Spain During and After the COVID-19 Lockdown

DATA AVAILABILITY STATEMENT The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.Coping with assessment tests are known to generate anxiety frequently in the students who face them. In academic circumstances with the continued presence of emotional disturbance, high demand, and stress, emotional and physical fatigue, typical of burnout syndrome, and can be detected. Anxiety and burnout are related to each other and even more closely in high-stakes tests. One of these tests is the examination imposed in Spain for access to the university. The objective of this work is to analyze the presence of anxiety and burnout and the relationship between them in students who face these tests, both during the confinement situation due to the COVID-19 pandemic and during the pandemic after the lockdown. For this purpose, we used a sample of 1,021 students with a mean age of 17.89 (SD = 1.22, range 17–27). Of these, 866 (84.8%) were students who were taking the test, while the rest were university students who had passed it recently. Our results show high levels of anxiety and burnout in students who face the evaluation test during the COVID-19 pandemic, sustained over time and especially in comparison with students who had already taken the exam. The association between higher levels of anxiety and higher levels of burnout in the students who take these exams was also verified. These results link the relationship between these two variables more solidly and suggest the need to include address anxiety to reduce burnout levels in these students. The results are discussed with regard to prior evidence and their applications

Dynamic testing and test anxiety amongst gifted and average-ability children

Background Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children. Aim We investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training. Sample Participants were 113 children aged between 7 and 8 years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition. Methods The study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits. Results and conclusions Dynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training

Academically buoyant students are less anxious about and perform better in high-stakes examinations.

BACKGROUND: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. AIMS: To test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to examination performance. SAMPLE: A total of 705 students in their final year of secondary education (Year 11). METHODS: Self-report data for test anxiety and academic buoyancy were measured in two waves in Year 11. Examination performance was taken from the mean English, mathematics, and science scores from the high-stakes General Certificate of Secondary Education (GCSE) examinations taken at the end of Year 11. RESULTS: Measurement invariance was demonstrated for test anxiety and academic buoyancy across both waves of measurement. The worry component of test anxiety, but not the tension component, showed reciprocal relations with academic buoyancy. Worry predicted lower mean GCSE score and academic buoyancy predicted a higher mean GCSE score. Tension did not predict mean GCSE score. CONCLUSION: Academic buoyancy protects against the appraisal of examinations as threatening by influencing self-regulative processes and enables better examination performance. Worry, but not tension, shows a negative feedback loop to academic buoyancy

An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance

According to the self-referent executive processing (S-REF) model, test anxiety develops from interactions between three systems: executive self-regulation processes, self-beliefs, and maladaptive situational interactions. Studies have tended to examine one system at a time, often in conjunction with how test anxiety relates to achievement outcomes. The aim of this study was to enable a more thorough test of the S-REF model by examining one key construct from each of these systems simultaneously. These were control (a self-belief construct), emotional regulation through suppression and reappraisal (an executive process), and self-handicapping (a maladaptive situational interaction). Relations were examined from control, emotional regulation, and self-handicapping to cognitive test anxiety (worry), and subsequent examination performance on a high-stakes test. Data were collected from 273 participants in their final year of secondary education. A structural equation model showed that higher control was indirectly related to better examination performance through lower worry, higher reappraisal was indirectly related to worse examination performance through higher worry, and higher self-handicapping was related to worse examination performance through lower control and higher worry. These findings suggest that increasing control and reducing self-handicapping would be key foci for test anxiety interventions to incorporate. © 2018 The Author(s

Colloquy and workshops: regional implications of the engineering manpower requirements of the National Energy Program

The crucial interrelationships of engineering manpower, technological innovation, productivity and capital re-formaton were keynoted. Near-term, a study has indicated a much larger New England energy demand-reduction/economic/market potential, with a probably larger engineering manpower requirement, for energy-conservation measures characterized by technological innovation and cost-effective capital services than for alternative energy-supply measures. Federal, regional, and state energy program responsibilities described a wide-ranging panorama of activities among many possible energy options which conveyed much endeavor without identifiable engineering manpower demand coefficients. Similarly, engineering manpower assessment data was described as uneven and unfocused to the energy program at the national level, disaggregated data as non-existent at the regional/state levels, although some qualitative inferences were drawn. A separate abstract was prepared for each of the 16 individual presentations for the DOE Energy Data Base (EDB); 14 of these were selected for Energy Abstracts for Policy Analysis (EAPA) and 2 for Energy Research Abstracts (ERA)