GCSE exam stress: student perceptions of the effects on wellbeing and performance
GCSE exam stress: student perceptions of the effects on wellbeing and performance
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DOI：
10.1080/02643944.2019.1665091
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发表时间：
2019-09-16
影响因子：
1
通讯作者：
Soan, C. A.
中科院分区：
文献类型：
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作者：
Roome, Tim;Soan, C. A.
在英国教育体系中，“审计文化”导致学生在GCSE考试中取得高分的压力。有人建议，学校必须取得良好的学业成绩，并照顾学生的福祉，这导致了与公开考试（如GCSE考试）有关的冲突。学校工作人员通过为学生准备考试来支持学生的表现和健康。然而，研究表明，有一种危险，许多人表现不佳，或受到考试压力的负面影响（情绪上），或两者兼而有之。本文介绍了英国的一个研究项目。其目的是探讨谁最近参加了GCSE考试的学生的意见，以了解他们认为他们的GCSE经验如何影响他们的幸福和表现，找出哪些因素有助于或减轻他们的考试压力水平，以及是否与考试压力有关的理论，如成就目标理论可以用来解释考试压力水平的个体差异。调查结果和结论提供了改善GCSE期间学生支持的方法，提高了学习成绩和幸福感。
In the UK education system, an 'audit culture' has led to pressures being placed on students to achieve high grades in their GCSEs. It has been suggested that schools are required to achieve good academic results and look after their students' wellbeing, causing a conflict in relation to public examinations, such as GCSEs. School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both. This paper describes a research project within the UK. The aims of which were to explore the views of students who had recently taken GCSE exams, to gain an understanding of how they felt their GCSE experiences affected their wellbeing and performance, to find out what factors contributed to or alleviated their levels of exam stress, and whether theories relating to exam stress such as Achievement Goal Theory could be used to explain the individual differences in levels of exam stress. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.