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Anxiety in the School Task Situation in Mathematics
Neudörflová, Blanka ; Pavelková, Isabella (advisor) ; Škaloudová, Alena (referee)
Test anxiety is a phenomenon that can be commonly encountered at school. Test anxiety can be seen as a substantial non-intellectual factor affecting the quality of pupils' school work. In the literature we can find a form of fear and anxiety negatively related to school performance, however we can also find a form of anxiety that facilitates school work and results in improved performance. The thesis focuses on test anxiety and fear and examines its form among pupils in mathematics. Using the questionnaire survey in 8th grades of primary schools, we were mapping motivational situation with emphasis on test anxiety in the domain of mathematics and test anxiety before and after perfoming two mathematical tasks. We were interested in a form of test anxiety in mathematics and whether test anxiety in mathematics overlaps with the anxiety in the school task situation. We focused mainly on the evaluative situation itself. We examined the existence of several components of test anxiety (with the regard to basic distinction between emotional and cognitive dimension) with an emphasis on their links with school performance, the direction in which fear ad anxiety affect performance (facilitating, debilitating) and the links among test anxiety and other characteristics. We also pay attention to overlap of fear...
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Cognitive, emotional and behavioral dimension of test anxiety in school task situations in mathematics
Neudörflová, Blanka ; Pavelková, Isabella (advisor) ; Škaloudová, Alena (referee)
Test anxiety is a phenomenon that can be commonly encountered at school. Test anxiety can be seen as a substantial non-intellectual factor affecting the quality of pupils' school work. In the literature we can find a form of fear and anxiety negatively related to school performance, however we can also find a form of anxiety that facilitates school work and results in improved performance. The thesis focuses on test anxiety and fear and examines its form among pupils in mathematics. Using the questionnaire survey in 8th grades of primary schools, we were mapping motivational situation with emphasis on test anxiety in the domain of mathematics and test anxiety before and after perfoming two mathematical tasks. We were interested in a form of test anxiety in mathematics and whether test anxiety in mathematics overlaps with the anxiety in the school task situation. We focused mainly on the evaluative situation itself. We examined the existence of several components of test anxiety (with the regard to basic distinction between emotional and cognitive dimension) with an emphasis on their links with school performance, the direction in which fear ad anxiety affect performance (facilitating, debilitating) and the links among test anxiety and other characteristics. We also pay attention to overlap of fear...
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Anxiety in the School Task Situation in Mathematics
Neudörflová, Blanka ; Pavelková, Isabella (advisor) ; Škaloudová, Alena (referee)
Test anxiety is a phenomenon that can be commonly encountered at school. Test anxiety can be seen as a substantial non-intellectual factor affecting the quality of pupils' school work. In the literature we can find a form of fear and anxiety negatively related to school performance, however we can also find a form of anxiety that facilitates school work and results in improved performance. The thesis focuses on test anxiety and fear and examines its form among pupils in mathematics. Using the questionnaire survey in 8th grades of primary schools, we were mapping motivational situation with emphasis on test anxiety in the domain of mathematics and test anxiety before and after perfoming two mathematical tasks. We were interested in a form of test anxiety in mathematics and whether test anxiety in mathematics overlaps with the anxiety in the school task situation. We focused mainly on the evaluative situation itself. We examined the existence of several components of test anxiety (with the regard to basic distinction between emotional and cognitive dimension) with an emphasis on their links with school performance, the direction in which fear ad anxiety affect performance (facilitating, debilitating) and the links among test anxiety and other characteristics. We also pay attention to overlap of fear...
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Engagement by task in mathematics
Neudörflová, Blanka ; Pavelková, Isabella (advisor) ; High, Radka (referee)
The concept of engagement can be commonly found in educational literature - mostly in its negative form (pupils are not engaged). Therefore, we focused on the examination of pupils'engagement in mathematics. Using the questionnaire survey in two classes (9th grade) of primary school, we were mapping long-term motivational charakteristics of pupils and their situational motivation before and after perfoming mathematical task. What we were interested in was which motivational variables are related to pupils'engagement by task and whether their engagement has changed before and after performing the task. We tested the links among the engagement by task and cognitive motivation, achievement motivation, flow experience, taste to perform the task, activity in the task and the importance and popularity of mathematics. Our results suggest, that the pupils' engagement does not change during the task. Major part of our hypothesis related to the links among engagement and selected motivational variables was not proved. Research has only revealed the links among the engagement, the taste to perform the task, positive school achievement motivation and the importance of mathematics. Our results do not show that the engagement in mathematics has links to the indicators of quality of work (pupils, who were engaged...
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