Problem-solving as a Treatment for Test Anxiety in University Students
Author : Elizabeth Hean Simpson
Publisher :
Page : 282 pages
File Size : 39,49 MB
Release : 1996
Category : College students
ISBN :
Author : Elizabeth Hean Simpson
Publisher :
Page : 282 pages
File Size : 39,49 MB
Release : 1996
Category : College students
ISBN :
Author : Elizabeth Hean Simpson
Publisher : National Library of Canada = Bibliothèque nationale du Canada
Page : 282 pages
File Size : 22,22 MB
Release : 1996
Category : College students
ISBN :
Author : George Vincent Buonocore
Publisher :
Page : 122 pages
File Size : 18,72 MB
Release : 1964
Category :
ISBN :
Author : U.S. Office of Education. Cooperative Research Program
Publisher :
Page : 140 pages
File Size : 30,57 MB
Release : 1963
Category : Problem solving
ISBN :
Author : Moshe Zeidner
Publisher : Springer Science & Business Media
Page : 448 pages
File Size : 41,45 MB
Release : 2005-12-27
Category : Psychology
ISBN : 0306471450
Examination stress and test anxiety are pervasive problems in modern society. As the information age continues to evolve, test scores will become even more important than they are today in evaluating applicants for demanding jobs and candidates for admission into highly competitive educational programs. Because test anxiety gen- ally causes decrements in performance and undermines academic achievement, the development of effective therapeutic interventions for reducing its adverse effects will continue to be an important priority for counselors, psychologists, and educators. Alleviating test anxiety will also serve to counteract the diminished access to edu- tional and occupational opportunities that is frequently experienced by test-anxious individuals. As its title promises, this volume provides a state-of-the-art evaluation of the nature, antecedents, correlates, and consequences of examination stress and test anxiety. Professor Zeidner’s cogent and comprehensive analysis of the affective, cognitive, somatic, and behavioral manifestations of test anxiety are grounded in the extensive knowledge he has gained from his own research on the assessment and treatment of test anxiety. This work has also benefitted from the author’s lo- standing and productive collaboration with leading contributors to test anxiety theory and research, and his active participation in national and international conferences devoted to understanding test anxiety, including those convened by the Society for Test Anxiety Research (STAR).
Author : Victoria Dianne Burgin
Publisher :
Page : 250 pages
File Size : 35,62 MB
Release : 1978
Category : Behavior therapy
ISBN :
Author : Joel J. Mintzes
Publisher : Springer Nature
Page : 989 pages
File Size : 50,89 MB
Release : 2020-02-23
Category : Science
ISBN : 303033600X
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Author : Myounghwa Kim
Publisher :
Page : 198 pages
File Size : 19,1 MB
Release : 1992
Category : Short-term memory
ISBN :
Author : Theodore Earl Swigart (IV)
Publisher :
Page : 168 pages
File Size : 46,94 MB
Release : 1995
Category : Test anxiety
ISBN :
Author : Sidney Jules Blatt
Publisher :
Page : 50 pages
File Size : 30,70 MB
Release : 1963
Category : Problem solving
ISBN :