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  • 1.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Nyroos, Mikaela
    Umeå University, Umeå, Sweden.
    Performance, anxiety and the mathematical self image2013Ingår i: Special needs education in mathematics: new trends, problems and possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag , 2013, s. 86-91Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.

  • 2.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 32012Ingår i: Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274, s. 151-160Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

  • 3.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Korhonen, Johan
    Åbo Akademi, Vaasa, Finland.
    Peng, Aihui
    Faculty of Education, Southwest University, China; School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa, Finland.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa, Finland.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Sjöberg, Gunnar
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupilsManuskript (preprint) (Övrigt vetenskapligt)
  • 4.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Korhonen, Johan
    Åbo Akademi, Vaasa, Finland.
    Peng, Aihui
    Faculty of Education, Southwest University, China; School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa, Finland.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa, Finland.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Swede.
    Sjöberg, Gunnar
    Department of science and mathematics education, Umeå University, Umeå, Swede.
    Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils2015Ingår i: International Journal of School & Educational Psychology, ISSN 2168-3603, E-ISSN 2168-3611, Vol. 3, nr 1, s. 37-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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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