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<p>In school learning settings, students experience a&#xa0;wide range of emotions such as test anxiety, which can have an impact on both their individual learning process and their academic achievement. Particularly in primary school science education, there are currently only a&#xa0;handful of empirical findings regarding test anxiety within the context of teaching and instructional quality. Aiming to close this gap, this paper investigates the relations between test anxiety and scientific competencies at student level, while considering individual characteristics and the basic dimensions of teaching quality. Based on the cross-sectional international study <i>Trends in International Mathematics and Science Study</i> (TIMSS) 2019 data (<i>n</i> = 3437 fourth graders in 207 different classes), the derived correlations are analysed using <i>multilevel structural equation modelling</i> (MSEM), taking into account the hierarchically nested data structure. The results indicate that constructive teachers’ support has the most significant effect on test anxiety, both directly and mediated via the discipline-specific self-concept. The analyses also show a&#xa0;medium negative correlation between test anxiety and scientific competencies. This effect proves to be stable across different models. The findings of this study demonstrate that science-based test anxiety already exists to a&#xa0;significant degree at primary school level, and that constructive support by primary teachers can provide a&#xa0;crucial starting point for preventative measures.</p>

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Einfluss- und Bedingungsfaktoren von Prüfungsangst bei Viertklässlerinnen und Viertklässlern im Sachunterricht – Eine Untersuchung auf der Datengrundlage von TIMSS 2019

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月28日

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  • Christin Beese,
  • Luise A. Scholz,
  • Knut Schwippert

摘要

In school learning settings, students experience a wide range of emotions such as test anxiety, which can have an impact on both their individual learning process and their academic achievement. Particularly in primary school science education, there are currently only a handful of empirical findings regarding test anxiety within the context of teaching and instructional quality. Aiming to close this gap, this paper investigates the relations between test anxiety and scientific competencies at student level, while considering individual characteristics and the basic dimensions of teaching quality. Based on the cross-sectional international study Trends in International Mathematics and Science Study (TIMSS) 2019 data (n = 3437 fourth graders in 207 different classes), the derived correlations are analysed using multilevel structural equation modelling (MSEM), taking into account the hierarchically nested data structure. The results indicate that constructive teachers’ support has the most significant effect on test anxiety, both directly and mediated via the discipline-specific self-concept. The analyses also show a medium negative correlation between test anxiety and scientific competencies. This effect proves to be stable across different models. The findings of this study demonstrate that science-based test anxiety already exists to a significant degree at primary school level, and that constructive support by primary teachers can provide a crucial starting point for preventative measures.