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Abstract(s)
O presente estudo teve como principais objetivos: testar as diferenças entre alunos com Realização Académica (RA) baixa, média e elevada relativamente ao nível de Ansiedade/Depressão e de Ansiedade aos Testes e examinar o impacto da RA, no 2º período, relativamente ao nível de Ansiedade/Depressão e de Ansiedade aos Testes no 3º período. Para tal, foram realizados dois momentos de recolha de dados. No primeiro momento, a amostra foi constituída por 305 alunos e no segundo momento da amostra inicial participaram 186 alunos. Os alunos tinham idades compreendidas entre os 15 e os 18 anos e frequentavam o ensino secundário. O protocolo de avaliação foi constituído por: uma Ficha de Dados Sociodemográficos, o Questionário de Autoavaliação para Jovens e a Escala Cognitiva de Ansiedade aos Testes. Os resultados evidenciam que os alunos com RA baixa apresentam uma maior Ansiedade aos Testes do que os alunos com RA elevada e que a RA baixa prediz uma maior Ansiedade aos Testes. Estes resultados sugerem a importância de dotar os alunos de competências que lhes permitam gerir a ansiedade aos testes e de intervir com os alunos com RA baixa precocemente.
The main aim of the present study was to test the differences between students with low, medium and high Academic Achievement regarding the level of Anxiety/ Depression and Test Anxiety and to examine the impact of Academic Achievement in the 2nd term, in comparison to the level of Anxiety/Depression and Test Anxiety in the 3rd. Two moments of data collection were performed, in the first moment the sample consisted of 305 students and in the second moment 186 students, of the initial sample, participated. Students were between the ages of 15 and 18 and attended upper secondary education. The evaluation protocol consisted of: a Sociodemographic Data Sheet, the Youth Self-Report and the Cognitive Test Anxiety Scale. The results show that students with low Academic Achievement have more Test Anxiety than students with high Academic Achievement and that low Academic Achievement students have increased Test Anxiety. These results suggest the importance of equipping students with skills that will allow them to manage Test Anxiety and intervene early with students with low Academic Achievement.
The main aim of the present study was to test the differences between students with low, medium and high Academic Achievement regarding the level of Anxiety/ Depression and Test Anxiety and to examine the impact of Academic Achievement in the 2nd term, in comparison to the level of Anxiety/Depression and Test Anxiety in the 3rd. Two moments of data collection were performed, in the first moment the sample consisted of 305 students and in the second moment 186 students, of the initial sample, participated. Students were between the ages of 15 and 18 and attended upper secondary education. The evaluation protocol consisted of: a Sociodemographic Data Sheet, the Youth Self-Report and the Cognitive Test Anxiety Scale. The results show that students with low Academic Achievement have more Test Anxiety than students with high Academic Achievement and that low Academic Achievement students have increased Test Anxiety. These results suggest the importance of equipping students with skills that will allow them to manage Test Anxiety and intervene early with students with low Academic Achievement.
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Keywords
Ansiedade Ansiedade aos testes Realização académica Ensino secundário Impacto Anxiety Test anxiety Academic achievement Upper secondary education Impact