Ansiedad ante los exámenes en estudiantes de educación primariadiferencias en función del curso y del género

Referencias bibliográficas

• Abdolahhi, A., Carlbring, P., Vaez, E., & Ghahfarokhi, S. A. (2018). Perfectionism and test anxiety among high school students: The moderating role of academic hardiness. Current Psychology, 37(3), 632-639. doi: 10.1007/s12144-016-9550-z
• Ahmadpanah, M., Keshavarz, M., Haghighi, M., Jahangard, L., Bahmani, D. S., Holsboer-Trachsler, E., & Brand, S. (2016). Higher emotional intelligence is related to lower test anxiety among students. Neuropsychiatric, 12(12), 133- 136. doi: 10.2147/NDT.S98259
• Alfageme, M. B., & Miralles, P. (2009). Instrumentos de evaluación para centrar nuestra enseñanza en el aprendizaje de los estudiantes. Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 60, 8-20.
• Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207-215. doi: 10.1037/h0045464
• Arce, C., & Real, E. (2001). Introducción al análisis estadístico con SPSS para Windows. Barcelona: PPU.
• Ballester, M. G., & Santamaría, J. S. (2010). Programar y evaluar por competencias en Educación Primaria. Cuenca: Ediciones de la Universidad de Castilla-La Mancha.
• Bausela, E. (2005). Ansiedad ante los exámenes: evaluación e intervención psicopedagógica. Educere, 9(31), 553-558.
• Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. Contemporary Educational Psychology, 51, 11–21. doi: 10.1016/j.cedpsych.2017.05.002
• Cabanach, R. G., Souto, A. J., Freire, C., & Ferradás, M. M. (2014). Relaciones entre autoestima y estresores percibidos en estudiantes universitarios. European Journal of Education and Psychology, 7(1), 41-55. doi: 10.30552/ejep.v7i1.100
• Camacho, J. (1998). Estadística con SPSS para Windows. Madrid: RAMA.
• Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. doi: 10.1006/ceps.2001.1094
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Text anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. doi: 10.1037/0022-0663.97.2.268
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
• Connor, M. J. (2003). Pupil stress and standard assessment tests (SATS): An update. Emotional and Behavioural Difficulties, 8(2), 101–107. doi: 10.1080/13632750300507010
• Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200. doi: 10.1146/annurev.psych.51.1.171
• Damer, D. E., & Melendres, L. T. (2011). “Tackling test anxiety”: A group for college students. Journal for Specialists in Group Work, 36(3), 163-177. doi: 10.1080/01933922.2011.586016
• De Castella K., Byrne D., & Covington M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861–880. doi: 10.1037/a0032464
• DeRosier, M. E., Frank, E., Schwartz, V., & Leary, K. A. (2013). The potential role of resilience education for preventing mental health problems for college students. Psychiatric Annals, 43(12), 538–544. doi: 10.3928/00485713-20131206-05
• Domínguez-Lara, S. (2016). Inventario de la ansiedad ante exámenes-estado: análisis preliminar de validez y confiabilidad en estudiantes de Psicología. Liberabit, 22(2), 219-228.
• Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76(4), 628-644. doi: 10.1037/0022-3514.76.4.628
• Eronen, S. (2001). The role of achievement and social strategies in the transition into young adulthood. En J. E. Nurmi (Ed.), Navigating through adolescence: European perspectives (pp. 85-116). New York, NY: Taylor and Francis.
• Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353. doi: 10.1037/1528-3542.7.2.336
• Finney S. J., & DiStefano C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling. A second course (pp. 269–314). Greenwich, CT: Information Age Publishing.
• Furlan, A., Sánchez-Rosas, R., Heredia, D., Piomontesi, S., & Illbele. A. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. Pensamiento Psicológico, 5(12), 117-124.
• Hall, K., Collins, C., Benjamin, S., Nind, M., & Sheehy, K. (2004). SATurated models of pupildom: Assessment and inclusion/exclusion. British Educational Research Journal, 30(6), 801–818. doi: 10.1080/0141192042000279512
• Hargreaves, A., & Ryan, J. (1998). Una educación para el cambio. Reinventar la educación de los adolescentes. Barcelona: Octaedro.
• Harpell J. V., & Andrews, J. J. W. (2013). Relationship between school based stress and test anxiety. International Journal of Psychological Studies, 5(2), 74–84. doi: 10.5539/ijps.v5n2p74
• Hodapp, V. (1991). Das Prüfungsängstlichkeitsinventar TAI-G: Eine erweiterte und modifizierte Version mit vier Komponenten [The Test Anxiety Inventory TAI-G: An expanded and modified version with four components]. Zeitschrift für Pädagogische Psychologie, 5(2), 121-130.
• Hofflich, A., Hughes, A., & Kendall, P. (2006). Somatic complaints and childhood anxiety disorders. International Journal of Clinical and Health Psychology, 6(2), 229-242.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118
• Jenkins, E. W., & Pell, R. G. (2006). The Relevance of Science Education Project (ROSE) in England: a summary of findings. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds.
• Khng, K. H. (2017). A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children. Cognition and Emotion, 31(7), 1502-1510. doi: 10.1080/02699931.2016.1233095
• Lago, J. R., Pujòlas, P., Riera, G., & Vilarrasa, A. (2015). El aprendizaje cooperativo y cómo introducirlo en los centros escolares. Revista Latinoamericana de Educación Inclusiva, 9(2), 73-90.
• Li, A. W., & Goldsmith, C. A. (2012). The effects of yoga on anxiety and stress. Alternative Medicine Review, 17(1), 21–35.
• Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97(2), 197-213. doi: 10.1037/0022-0663.97.2.197
• Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A control-value theory approach: relationships between academic self-concept, interest, and test anxiety in elementary school children. Child Youth Care Forum, 45(6), 887–904. doi: 10.1007/s10566-016-9362-1
• LOMCE (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Madrid: Boletín Oficial del Estado (BOE) nº 295 (10 de diciembre de 2013). Recuperado de: http://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf
• Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C.M., …Janik, M. (2008). The test anxiety inventory for children and adolescents (TAICA). Journal of Psychoeducational Assessment, 26(3), 215–230. doi: 10.1177/0734282907303760
• Lyons, T. (2006). Different countries, same science classes: Students´ experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. doi: 10.1080/09500690500339621
• Merchán, F. J. (2005). Enseñanza, examen y control: profesores y alumnos en la clase de historia. Barcelona: Octaedro.
• Midgley, C., & Urdan, T. C. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75. doi: 10.1006/ceps.2000.1041
• Miguel-Tobal, J. J. (1996). La ansiedad. Madrid: Santillana
• Miguel-Tobal, J. J., & Escalona, A. (1996). Ansiedad ante los exámenes. Evolución histórica y aportaciones prácticas para su tratamiento. Ansiedad y Estrés, 2(2-3), 195-209.
• Ng, E., & Lee, K. (2015). Effects of trait anxiety and state anxiety on children’s working memory task performance. Learning and Individual Differences, 40, 141-148. doi: 10.1016/j.lindif.2015.04.007
• Oktedalen, T., & Hagtvet, K. A. (2011). A revised version of the Norwegian adaptation of the Test Anxiety Inventory in a heterogeneous population. Scandinavian Journal of Educational Research, 55(5), 475-487. doi: 10.1080/00313831.2010.537688
• Penzo, W. (1989). La ansiedad ante los exámenes. Revista de Psiquiatría de la Facultad de Medicina de Barcelona, 16(1), 27-34.
• Piemontesi, S., Heredia, D., Furlan, L., Sánchez, J., & Martínez, M. (2012). Ansiedad ante los exámenes y estilos de afrontamiento ante el estrés académico en estudiantes universitarios. Anales de Psicología, 28(1), 89-96. doi: 10.6018/140562
• Piko, B. (2001). Gender differences and similarities in adolescents’ ways of coping. Psychological Record, 51(2), 223-235. doi: 10.1007/BF03395396
• Plake, B. S., Smith, E. P., & Damsteegt, D. C. (1981). A validity investigation of the Achievement Anxiety Test. Educational and Psychological Measurement, 41(4), 1215-1222. doi: 10.1177/001316448104100429
• Putwain, D. W. (2007). Test anxiety in UK schoolchildren: prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579–593. doi: 10.1348/000709906X161704
• Putwain, D. W., & Aveyard, B. (2018). Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance? School Psychology Quarterly, 33(1), 65–74. doi: 10.1037/spq0000183.
• Putwain, D. W., & Best, N. (2011). Fear appeals in the primary classroom: Effects on test anxiety and test grade. Learning and Individual Differences, 21(5), 580-584. doi: 10.1016/j.lindif.2011.07.007
• Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). ‘Sink or swim’: buoyancy and coping in the cognitive test anxiety–academic performance relationship. Educational Psychology, 36(10), 1807–1825. doi: 10.1080/01443410.2015.1066493
• Rappoport, S., & Sandoval, M. (2015). Inclusión educativa y pruebas estandarizadas de rendimiento. Revista Nacional e Internacional de Educación Inclusiva, 8(2), 18-29.
• Rosário, P., Núñez, J. C., Salgado, A., González-Pienda, J. A., Valle, A., Joly, C., & Bernardo, A. (2008). Ansiedad ante los exámenes: relación con variables personales y familiares. Psicothema, 20(4), 563-570.
• Rosário, P., & Soares, S. (2003). Ansiedade face aos testes e realização escolar no Ensino Básico Português [Ansiedad ante los exámenes y rendimiento académico en la Enseñanza Básica Portuguesa]. Revista Galego-Portuguesa de Psicoloxia e Educación, 8(10), 1138-1163.
• Ryan, R. M., & Deci, E. L. (2016). Facilitating and hindering motivation, learning, and well-being: Research and observations from self-determination theory. En K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 96-119). New York, NY: Routledge.
• Sarason, S. B., & Mandler, G. (1952). Some correlates of test anxiety. Journal of Consulting and Clinical Psychology, 47(4), 810-817. doi: 10.1037/h0060009
• Schwarzer, R., & Jerusalem, M. (1992). Advances in anxiety theory: A cognitive process approach. En K. A. Hagtvet & T. B. Johnsen (Eds.), Advances in test anxiety research (Vol. 7, pp. 2–31). Lisse, The Netherlands: Swets & Zeitlinger
• Segool, N. K., von der Embse, N. P., Mata, A. D., & Gallant, J. (2014). Cognitive behavioral model of test anxiety in a high-stakes context: An exploratory study. School Mental Health, 6(1), 50-61. doi: 10.1007/s12310-013-9111-7
• Sierra, J. C., Ortega, V., & Zubeidat, I. (2003). Ansiedad, angustia y estrés: tres conceptos a diferenciar. Revista Mal-Estar e Subjetividade, 3(1), 10-59.
• Spada, M. M., & Moneta, G. B. (2012). A metacognitive-motivational model of surface approach to studying. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(1), 45-62. doi: 10.1080/01443410.2011.625610
• Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process. En C. D. Spielberger & P. R. Vagg (Eds.): Test anxiety: Theory, assessment and treatment (pp. 3-14). Washington, DC: Taylor & Francis.
• Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: testing for reciprocal effects. Frontiers in Psychology, 6:1994. doi: 10.3389/fpsyg.2015.01994
• Taylor, L. K., & Weems, C. F. (2011). Cognitive-behavior therapy for disaster-exposed youth with posttraumatic stress: Results from a multiple-baseline examination. Behavior Therapy, 42(3), 349-363. doi: 10.1016/j.beth.2010.09.001
• Thompson, T., & Parker, C. (2007). Diagnosing the poor performance of self-worth protective students: A product of failure outcome uncertainty, evaluative threat, or both? Educational Psychology, 27(1), 111-134. doi: 10.1080/01443410601061512
• Unruh, S. M., & Lowe, P. A. (2010). The development and validation of a Spanish language version of the Test Anxiety Inventory for Children and Adolescents. Hispanic Journal of Behavioral Sciences, 32(1), 164-183. doi: 10.1177/0739986309355129
• Valle, A., Pan, I., Núñez, J. C., Rosário, P., Rodríguez, S., & Regueiro, B. (2015). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología, 31(2), 562-569. doi: 10.6018/analesps.31.2.171131
• Vázquez, R. (2003). Los exámenes, una metáfora de la evaluación del alumnado. Revista de Educación, 5, 157-166.
• Vieira, M., & Ruy, J. (2006). Educação Familiar. Estratégias para a promoção da igualdade de género [Educación Familiar. Estrategias para la promoción de la igualdad de género]. Lisboa: CIDM.
• Vollestad, J., Nielsen, M. B., & Nielsen, G. H. (2012). Mindfulness- and acceptance-based interventions for anxiety disorders: a systematic review and meta-analysis. British Journal of Clinical Psychology, 51(3), 239–260. doi: 10.1111/j.2044-8260.2011.02024.x
• Von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50(1), 57-71. doi: 10.1002/pits.21660
• Watson, J. M. (1988). Achievement Anxiety Test: Dimensionality and utility. Journal of Educational Psychology, 80(4), 585-591. doi: 10.1037/0022-0663.80.4.585
• Weems, C. F., Scott, B. G., Graham, R. A., Banks, D. M., Russell, J. D., Taylor, L. K., …Marino, R. C. (2015). Fitting anxious emotion-focused intervention into the ecology of schools: Results from a Test Anxiety Program Evaluation. Prevention Science, 16(2), 200-210. doi: 10.1007/s11121-014-0491-1
• Zeidner, M. (2014). Test anxiety. En P. Emmelkamp & T. Ehring (Eds.), The Wiley handbook of anxiety disorders (pp. 581-595). New York, NY: Wiley. doi: 10.1002/9781118775349.ch28