SCHOOL STRESS AS A FACTOR IN CHILDREN'S RESPONSES TO TESTS AND TESTING

Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self-enhancing, and self-derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic s...

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Bibliographic Details
Published in:Journal of educational measurement 1971-03, Vol.8 (1), p.21-26
Main Author: PHILLIPS, BEEMAN N.
Format: Article
Language:English
Subjects:
Academic achievement
Academic testing
Anxiety
Children
Educational psychology
Elementary school students
Psychological stress
Social desirability bias
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Summary:Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self-enhancing, and self-derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic stress was higher among self-enhancing than self-derogating Ss. One of the major implications of the conceptual approach and empirical results is that tests might be generally improved by identifying the kinds of stressful experiences Ss have had, and relating these to the kinds of responses Ss make to tests and testing. In addition, while the importance of the reaction of Ss to the measuring process is generally accepted, much more needs to be done on the kinds of responses individuals make to the content, in comparison to the conditions, of testing. Finally, these observations are particularly pertinent to tests and testing in schools, especially when the teacher is involved in the process and makes tests and testing stressful. This will tend to increase the effects of response style tendencies and decrease the validity of tests.
ISSN:0022-0655
1745-3984
DOI:10.1111/j.1745-3984.1971.tb00902.x