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Ansiedade face aos testes
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Advisor(s)
Abstract(s)
O stress e a ansiedade são uma constante no dia-a-dia da população em geral. Na vida
académica isto não é diferente pois os alunos são expostos a diversas situações causadores
desse stress e dessa ansiedade, como por exemplo a pressão que sentem por parte dos
professores ou até dos pais para alcançarem bons resultados, as constantes avaliações a que
são sujeitos ao longo de todo o percurso académico, o receio que os próprios sentem em
falhar, as expectativas sentidas por estes em relação à sua vida académica, entre outras.
Tudo isto poderá influenciar tanto o desempenho académico dos alunos como o sucesso
escolar dos mesmos.
. Existem factores que poderão mostrar diferenças nos níveis de ansiedade como por
exemplo o facto de o aluno já ter reprovado de ano anteriormente, o género, o autoconceito
e o nível de escolaridade em que se encontram.
Posto isto, este trabalho apresenta como objectivo conhecer e compreender a
ansiedade face aos testes nos estudantes de duas turmas que frequentam o 8º, 9º, 10º e 11º
anos lectivos do agrupamento de escolas da Brandoa, Amadora. Este trabalho, pretende
também compreender o comportamento da variável ansiedade face aos testes em relação ao
autoconceito, ao género, ao ciclo escolar e ao proveito escolar dos alunos.
A recolha dos dados foi de forma quantitativa através de dois questionários, o QAT –
“Questionário da Ansiedade Face aos Testes” de Rosário e Soares (2004) e a “Escala de
Autoconceito e Auto-Estima” de Peixoto e Almeida (1999).
Os resultados não foram de encontro à literatura, não tendo sido verificadas diferenças
significativas na ansiedade sentida face aos testes em relação ao género, autoconceito, ciclo
escolar e proveito académico. Assim, os resultados não foram de encontro às hipóteses
propostas neste estudo. No entanto, isto poderá ser explicado, como mais à frente se poderá
consultar.
Stress and anxiety are a constant in the everyday life of the general population. In academic life this is no different because students are exposed to various situations that cause this stress and anxiety, such as the pressure they feel from teachers or even parents to achieve good results, the constant assessments to which they are subjected all along the academic path, their own fear of failing, their expectations of their academic life, among others. All of this can influence both students’ academic achievement and student achievement. There are factors that may show differences in anxiety levels such as the fact that the students has already failed a grade before, the gender, self-concept and level of education they are in. That said, this paper aims to know and understand the anxiety about the test in students from two classes that attend the 8th, 9th, 10th and 11th grade of the Brandoa, Amadora school cluster. This paper also aims to understand the behavior of the anxiety variable in relation to the testes in relation to self-concept, gender, school cycle and students’ school performance. Data collection was quantitative through two questionnaires, the QAT – “Anxiety Questionnaire on Tests” by Rosário and Soares (2004) and the “Self-Concept and Self- Esteem Scale” by Peixoto and Almeida (1999). The results were not in the literature, and there were no significant differences in the anxiety felt regarding the tests in relation to gender, self-concept, school cycle and academic achievement. Thus, the results did not match the hypotheses proposed in this study. However, this can be explained as you will see later. Keywords:
Stress and anxiety are a constant in the everyday life of the general population. In academic life this is no different because students are exposed to various situations that cause this stress and anxiety, such as the pressure they feel from teachers or even parents to achieve good results, the constant assessments to which they are subjected all along the academic path, their own fear of failing, their expectations of their academic life, among others. All of this can influence both students’ academic achievement and student achievement. There are factors that may show differences in anxiety levels such as the fact that the students has already failed a grade before, the gender, self-concept and level of education they are in. That said, this paper aims to know and understand the anxiety about the test in students from two classes that attend the 8th, 9th, 10th and 11th grade of the Brandoa, Amadora school cluster. This paper also aims to understand the behavior of the anxiety variable in relation to the testes in relation to self-concept, gender, school cycle and students’ school performance. Data collection was quantitative through two questionnaires, the QAT – “Anxiety Questionnaire on Tests” by Rosário and Soares (2004) and the “Self-Concept and Self- Esteem Scale” by Peixoto and Almeida (1999). The results were not in the literature, and there were no significant differences in the anxiety felt regarding the tests in relation to gender, self-concept, school cycle and academic achievement. Thus, the results did not match the hypotheses proposed in this study. However, this can be explained as you will see later. Keywords:
Description
Dissertação de Mestrado presentada no ISPA – Instituto
Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da
Educação.
Keywords
Tensão Ansiedade Stress Desempenho escolar Autoconceito e auto estima Tension Anxiety School performance Self-concept and self-esteem