| 1. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
- 2015
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Ingår i: International Journal of School & Educational Psychology. - : Routledge. - 2168-3603 .- 2168-3611. ; 3:1, s. 37-48
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Tidskriftsartikel (refereegranskat)abstract
- While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.
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| 2. |
- Peng, Aihui, et al.
(författare)
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Swedish and Chinese teachers' views on what constitutes a good mathematical test task : A pilot study
- 2015
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Ingår i: Proceedings of CERME 9. - : European Society for Research in Mathematics Education. ; , s. 1738-1744
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Konferensbidrag (refereegranskat)abstract
- Mathematical tasks in tests are central to students’ learning.Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests.In this pilot study we examineeighteenSwedish and Chinese teachers’ viewsonwhat constitutes of a good mathematicaltesttaskat thelowersecondary school level. E-Mail Interviewing is conducted by presenting sevenmathematical tasks from national tests inSweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common viewsonthecharacteristics of good mathematical test tasks, but they also show different viewson the cognitively demanding tasks. Implications of the results and the methodology informed by the pilot study are discussed.
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| 3. |
- Peng, Aihui, et al.
(författare)
-
Swedish and Chinese teachers' views on what constitutes a good mathematical test task : A pilot study
- 2015
-
Ingår i: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9). - : Charles University, Faculty of Education. ; , s. 1738-1744
-
Konferensbidrag (refereegranskat)abstract
- Mathematical tasks in tests are central to students' learning. Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests. In this pilot study, we examine nine Swedish and nine Chinese teachers' views on what constitutes of a good mathematical test task at the lower secondary school level. E-Mail Interviewing is conducted by presenting seven mathematical tasks from national tests in Sweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common views on the characteristics of good mathematical test tasks, but they also show different views on some mathematical tasks with high level of abstraction. Implications of the results and the methodology informed by the pilot study are discussed.
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