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Examination‐induced distress in a public examination at the completion of secondary schooling
Author(s) -
Hodge Glenda M.,
McCormick John,
Elliott Robert
Publication year - 1997
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1997.tb01236.x
Subject(s) - psychology , distress , ethnic group , context (archaeology) , anxiety , personality , clinical psychology , developmental psychology , demography , social psychology , psychiatry , paleontology , sociology , anthropology , biology
Background . The context for this study was the Higher School Certificate examination in New South Wales, Australia. Aims . The main research aim was to investigate the association between the Higher School Certificate, the reported distress and anxiety levels of the adolescent students who prepare for and sit for the examination, and various other internal and environmental variables. Sample . The random sample consisted of 445 students in their last two years of secondary schooling, with approximately equal numbers of males and females from a diverse range of ethnic backgrounds. Methods . Analysis was carried out using principal components analysis and multiple regression. Results . The most significant contribution to distress associated with the examination was made by the personality trait, anxiety proneness. Lower socio‐economic status, self‐confidence, academic and verbal self‐concepts and perceived ability to cope were also found, to a lesser extent, to be associated with increased distress. The interactions sex with ethnic background and year with ethnic background were of particular interest. Students who were male and had an English speaking background, and students in year 11 who had an English speaking background were least likely to experience distress than others in the context of the examination. Conclusions . Whilst results must be treated with caution, particular groups of students potentially vulnerable to distress were identified and directions for future research indicated.