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National examinations, children's well-being and academic achievement

国家考试、儿童福祉和学业成绩

基本信息

批准号：
ES/T003677/1
负责人：
John Jerrim
金额：
$ 40.24万
依托单位：
University College London
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT003677%2F1
关键词：
National examinations children well being

项目摘要

High-stakes national examinations are an important part of England's education system. The key stage 2 and GCSE examinations at the end of primary and secondary school are not only used to measure the academic competencies of pupils, but also play a fundamental role in school accountability. Yet there is growing concern amongst parents, teachers and education policymakers about the examination stress that young people suffer, and how this is potentially linked to the development of serious mental health issues. This concern has only increased in recent years, particularly amongst secondary school pupils, with the recent reforms made to GCSE examinations (with much more emphasis now placed upon the end-of-Year 11 tests). For instance, a series of media articles have highlighted how England's examinations are leading to "panic-attacks and crying" (https://www.theguardian.com/education/2018/jun/22/how-new-gcses-affected-pupils-panic-attacks-crying-exams), that they are causing "serious stress and anxiety" (https://www.theguardian.com/education/2018/may/17/stress-and-serious-anxiety-how-the-new-gcse-is-affecting-mental-health), with Lucy Powell MP (former shadow Secretary of State for Education) reportedly describing this as a "mental health ticking time bomb" (https://inews.co.uk/news/education/lucy-powell-mental-health-time-bomb-gcses/).The aim of this project is to provide new insight into the link between high-stakes examinations and young people's mental health within two research strands. In strand A we will investigate how indicators of pupils' mental health and well-being vary over the academic year and if "spikes" in mental health problems can be observed at key timepoints (e.g. during the examination season, during GCSE results week). For primary school pupils, the analysis will focus upon self-reported questionnaire data designed to measure children's mental well-being, collected as part of the Millennium Cohort Study (MCS). For secondary pupils, administrative data on GP appointments and hospital admissions will be used to explore the emergence of particularly serious mental health issues (e.g. incidence of self-harm). Together this will provide important new evidence about young people's well-being and mental health, whether such problems coincide with the approach of high-stakes national examinations and if it is possible to identify key mental health "flash-points" at certain points during the academic year. Of course, poor mental health in the lead-up to examinations (e.g. high levels of anxiety) can also affect young people's performance upon these tests. For instance, high levels of test anxiety or generally low-levels of well-being may affect young people's motivation at school, their capacity to revise and their ability to function adequately in an examination setting. We will explore this issue within strand B of the project by investigating the link between pupil's mental health/well-being and their achievement in high-stakes tests. Specifically, the project will analyse Millennium Cohort Study (MCS) and Programme for International Student Assessment (PISA) data linked to the National Pupil Database to provide new insights into this issue. In doing so, we will generate important new evidence on the importance of well-being for young people's academic attainment.

高风险的国家考试是英国教育体系的重要组成部分。小学和中学结束时的第二关键阶段考试和普通中等教育证书考试不仅用于衡量学生的学术能力，而且在学校问责制方面发挥着根本作用。然而，家长、教师和教育政策制定者越来越担心年轻人遭受的考试压力，以及这与严重心理健康问题的发展有何潜在联系。近年来，随着最近对普通中等教育证书考试的改革（现在更加重视11年级的期末考试），这种关切有所增加，特别是在中学生中。例如，一系列媒体文章强调了英格兰的考试如何导致“恐慌袭击和哭泣”（https：//www.theguardian.com/education/2018/jun/22/how-new-gcses-affected-pupils-panic-attacks-crying-examples），他们正在造成“严重的压力和焦虑”（https：//www.theguardian.com/education/2018/may/17/stress-and-serious-anxiety-how-the-new-gcse-is-affecting-mental-health），与露西·鲍威尔议员（前影子教育大臣）据报道称，这是一个“心理健康定时炸弹”。（https：//inews.co.uk/news/education/lucy-powell-mental-health-time-bomb-gcses/）.该项目的目的是在两个研究领域内为高风险考试与年轻人心理健康之间的联系提供新的见解。在链A中，我们将调查学生的心理健康和幸福的指标如何在学年中变化，以及心理健康问题的“峰值”是否可以在关键时间点观察到（例如，在考试季节期间，在GCSE结果周期间）。对于小学生，分析将侧重于自我报告的问卷数据，旨在衡量儿童的心理健康，作为千年队列研究（MCS）的一部分收集。对于中学生，关于全科医生预约和住院的行政数据将用于探索特别严重的心理健康问题的出现（例如自我伤害的发生率）。这将为青年人的福祉和心理健康提供重要的新证据，这些问题是否与高风险国家考试的临近相吻合，以及是否有可能在学年的某些时候确定关键的心理健康“爆发点”。当然，在考试前心理健康状况不佳（例如高度焦虑）也会影响年轻人在这些考试中的表现。例如，高度的考试焦虑或普遍的低幸福感可能会影响年轻人在学校的积极性、他们复习的能力以及他们在考试环境中充分发挥作用的能力。我们将在项目的链B中探索这个问题，通过调查学生的心理健康/福祉与他们在高风险测试中的成绩之间的联系。具体而言，该项目将分析千年队列研究（MCS）和国际学生评估方案（比萨）与国家学生数据库相关联的数据，以提供对这一问题的新见解。在这样做的过程中，我们将产生新的重要证据，证明福祉对年轻人的学术成就的重要性。