A Study of the Relationship between Students' Anxiety and Test Performance on State-Mandated Assessments

Authors

Rosalinda Hernandez, The University of Texas Rio Grande Valley
Velma D. Menchaca, The University of Texas Rio Grande Valley
Jeffery J. Huerta, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

2011

Abstract

This study examined whether relationships exist between Hispanic fourth-grade students' anxiety and test performance on a state-mandated writing assessment. Quantitative methodologies were employed by using test performance and survey data from 291 participants. While no significantly direct relationship exists between students' levels of anxiety and their performance on the TAKS (Texas Assessment of Knowledge and Skills) writing assessment, other findings indicate that greater time spent on the writing assessment, result in higher scores as well as greater levels of anxiety. (Contains 3 tables.)

Comments

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Recommended Citation

Hernandez, R., Menchaca, V., & Huerta, J. (2011). A Study of the Relationship Between Students’ Anxiety and Test Performance on State-Mandated Assessments. US-China Education Review B, 4, 579–585.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Publication Title

US-China Education Review B