If you had to do a test, how would you answer? Will you enjoy the opportunity to show off your knowledge? Or are you worried that you were going to remain the signal and bother yourself?
Our research tells students’ attitude towards taking tests or exams may have an impact on their performance. This is due to the fact that what they think about themselves, the test questions and the consequences of the test can affect their motives and their focus during the test.
To date, this research has largely grouped students in Two main types of test testers. A group sees the tests as a challenge with which they can face. Another sees the tests as a threat that they will not be able to handle.
But some studies have suggested These groups can be very wide give students useful support.
In Our new studyThe biggest of its kind, we explored the Australian Gymnasium students who did a scientific test. By recording various psychological data, such as students’ brain waves and stress reactions, we found that there are four types of testers.
Our study
We studied 244 men and female students from three Sydney schools in the years 8 to 10 years as they did a scientific test.
It is the largest study of this kind to gather different information on the activity of students’ brain waves, normal reactions and self -reported attitudes while testing.
This is important because this kind of research is usually done in laboratories with large Magnetic Coordination Imaging Machines (FMRI)a setting quite different from a real class. Our approach has allowed us to take a well -rounded look at the different psychological indicators that play when students do a test.
Students were part of a larger research project that examines the involvement of science. The test was deployed by our research team, under the guidance of science teachers.
How did we create our research
Students wore a Headphones During the test to capture their brain activity, through alpha and Theta waves.
Alpha waves measured how much students focused on the test and theta waves examined the pressure on their working memory (which students need to use to solve problems in a test). Both of these abilities can be disturbed if one feels threatened or stressed.
The students also wore a biometric bracelet that measured their sweat. In our study, lower “electrodermic activity“The scores showed a calmer and more positive situation and higher scores have shown anxiety.
In the test, the students reported how confident they were to meet the test requirements and how anxious they felt they did not meet the requirements.
Then we used a statistical technique called Laternative profile analysis to help us identify different types of testers. This technique allows researchers to identify subgroups based on certain variables.
4 types of test testers
We were able to identify four groups of students who had separate standards in these different measures.
1.: These students took the test “in their step”. They reported high confidence and low stress and recorded an optimal balance of attention and work memory. The readings of their bracelets showed that they were calm. 27% of the group were built.
2.: They also reported that they were confident and low in stress, but other data suggested that they were fighting behind the scenes. The readings of their bracelets suggested their “race or flight” system. The waves of their brain also showed that their working memory was not as high as problems solving and confident stiders, which also shows a level of stress. They created 8% of the team.
3.: These students were means of all the indicators, reflecting that they did not see the test as a challenge or threat. 38% of the group were built.
4. The fears: reported low confidence and high concern. Their readings on the bracelet showed that they were emphasized and the readings of their brain waves showed that they did not direct a great direction to the actual test. 27% of the group were built.
How did these testers play in the test?
Then we looked at the test performance for each of these four testers. It is not surprising that the confident that the Striders were the highest successful. Those surely that the battlers were also doing well in the test, but not as well as the striders. Doubts were lower in the test, but not as low as fears.
These results were measured against the previous results of students’ science (in school tests and assignments), because we wanted to find out if students performed above or below their usual level. This was to ensure that we measured the impact of students’ psychological approach to the test, and not how well they are in science.
Overall, our findings indicate that faith in himself, dealing with any frightened thoughts, and the existence of a clear mind to focus on the work, puts students in the strongest position to perform well.
What can teachers do?
Our findings also provide guidance to teachers to target the factors that have determined the testers.
To help build trustStudents can be taught how to question doubts about themselves. This may include reminder of students for their strengths as they approach the test. For example, students could consider how well the experiments were conducted in their science courses if the test includes questions about these experiments.
To convenience of stressStudents can be taught constructive ways to think about the challenge of schools. For example, students can remind themselves of the knowledge they have learned will be useful. Students can also be taught Use breathing and awareness exercises to reduce stress. This can reduce a natural stress reaction and help focus their attention on the work in hand.
To optimize work memoryFor class evaluations, teachers can Match the test with students’ abilities and previous learning. This means that the test is pretty provocative but not so overwhelming that it excessively burdens work memory while being problem solving. This can also help build confidence in front of other higher stage exams.
