Background: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test…

As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural…

This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students' test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to…

The purpose of this study was to examine the relationship between test anxiety and math anxiety and determining whether some of the variables have differences in test anxiety and mathematics anxiety scores of 5th, 6th, 7th, and 8th grade students. The study was conducted with 337 students in two middle school selected by random sampling method in…

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts…

The aim of the study was to analyze the mathematics exam anxiety and problem-posing self-efficacy of middle school students in terms of their school, gender, and grade levels, as well as the relationship among these parameters. The research was conducted with 37 fifth grade students, 53 sixth grade students, 72 seventh grade students, and 77 eight…

In achievement testing we assume that students will demonstrate their maximum performance as they encounter test items. Sometimes, however, student performance can decline during a test event, which implies that the test score does not represent maximum performance. This study describes a method for identifying significant performance decline and…

The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter…

Language tests are widely used in education as the primary mode of assessing students' learning. These, however, more often than not, generate high levels of anxiety in students, which, in turn, obscures the observed learning behaviours. The present study aimed to determine whether or not 6th graders' levels of test anxiety could be reduced…

Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes, and mathematics achievement were assessed concurrently in sixth grade (n = 1,091, 545 boys) and longitudinally from sixth to seventh grade (n = 190, 97 boys). Mathematics anxiety was composed of two facets, one associated with evaluations and the…

In order to reach gender equity in the gifted population, an affirmative action policy was instituted in Israel to increase the number of girls identified as gifted. The purpose of this study was to compare the self-efficacy beliefs of girls in the top 1.5% (gifted girls (GG)) with those of girls in the top 3% (GG in affirmative action). It was…

Even though digital learning games have become common in education, relatively little is known about the usefulness of game-based assessment. This paper aims to explore if a game-based math test can provide added value to math education with respect to cognitive and affective outcomes. We used in-game measures, embedded in the game called Semideus…

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

The present study examines the accuracy of teachers' judgements about students' motivation and emotions in English learning with two different rating methods. A sample of 480 sixth-grade Chinese students reported their academic self-concept, learning effort, enjoyment, and test anxiety via a questionnaire and were rated on these dimensions by…

This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal…