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Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes.
Anxiety Stress Coping. 2008 Apr; 21(2):185-98.AS

Abstract

This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4-9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.

Authors+Show Affiliations

University of Konstanz, Konstanz, Germany. thomas.goetz@uni-konstanz.deNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

18350396

Citation

Goetz, Thomas, et al. "Big Fish in Big Ponds: a Multilevel Analysis of Test Anxiety and Achievement in Special Gifted Classes." Anxiety, Stress, and Coping, vol. 21, no. 2, 2008, pp. 185-98.
Goetz T, Preckel F, Zeidner M, et al. Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety Stress Coping. 2008;21(2):185-98.
Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, and Coping, 21(2), 185-98. https://doi.org/10.1080/10615800701628827
Goetz T, et al. Big Fish in Big Ponds: a Multilevel Analysis of Test Anxiety and Achievement in Special Gifted Classes. Anxiety Stress Coping. 2008;21(2):185-98. PubMed PMID: 18350396.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes. AU - Goetz,Thomas, AU - Preckel,Franzis, AU - Zeidner,Moshe, AU - Schleyer,Esther, PY - 2008/3/20/pubmed PY - 2008/4/16/medline PY - 2008/3/20/entrez SP - 185 EP - 98 JF - Anxiety, stress, and coping JO - Anxiety Stress Coping VL - 21 IS - 2 N2 - This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4-9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept. SN - 1477-2205 UR - https://www.unboundmedicine.com/medline/citation/18350396/Big_fish_in_big_ponds:_a_multilevel_analysis_of_test_anxiety_and_achievement_in_special_gifted_classes_ L2 - https://www.tandfonline.com/doi/full/10.1080/10615800701628827 DB - PRIME DP - Unbound Medicine ER -