Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren
Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren
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英国学童即将举行的标准评估测试带来的压力和焦虑
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
L. Nicholson
中科院分区：
文献类型：
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作者：
D. Putwain;L. Connors;K. Woods;L. Nicholson
英国小学最后一年学生参加的标准评估考试（SAT）受到广泛批评，因为它让孩子们承受太大的压力，并导致与考试相关的压力和焦虑增加。在这项探索性研究中，我们着手使用压力评估模型探索一小部分儿童即将参加 SAT 考试的经历，并反思这些批评是否合理。学生焦点小组以及班级和班主任访谈的结果表明，学生的测试经历存在差异。与 SAT 考试相关的压力并不一定会导致负面结果，一些孩子以更积极的方式描述 SAT 考试，认为它具有挑战性，而不是威胁性。自我价值判断在个人层面的评估中发挥着核心作用，也可能为围绕学历价值的讨论提供有用的联系。
The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils’ experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials.