Test anxiety: Benign or malignant for students with vision impairment?

Journal article


Datta, Poulomee. (2013). Test anxiety: Benign or malignant for students with vision impairment? Disabilities Studies Quarterly. 33(3), pp. 1 - 10.
AuthorsDatta, Poulomee
Abstract

Test anxiety has been identified as a threat in evaluative situations and academic performance by sighted students. Students with vision impairment are no exception to it. This study investigated the test anxiety scores of the students with vision impairment in South Australia. It also provided insights into the reasons for high test anxiety in the participants studied. This study was divided into two Stages-1 and 2. The Spielberger's Test Anxiety questionnaire was administered to the students with vision impairment in Stage 1. Interviews were conducted in Stage 2 with participants with vision impairment, their parents and teachers. The Stage 1 results revealed that the majority of the adult females with vision impairment and all adult males with vision impairment obtained high test anxiety scores. The majority of the adolescent females and males with vision impairment were noted to have test anxiety scores in the high to moderate range. A great number of participants with vision impairment scored higher in the emotionality in comparison to the worry subscale of test anxiety. The high test anxiety scores are congruent with the interview responses obtained from the three groups of respondents. A number of factors have been identified as the major determinants of test anxiety in students with vision impairment.

Keywordstest anxiety; participants with vision impairment; worry; emotionality; South Australia
Year2013
JournalDisabilities Studies Quarterly
Journal citation33 (3), pp. 1 - 10
PublisherThe Ohio State University Libraries in partnership with the Society for Disability Studies
ISSN1041-5718
Web address (URL)http://dsq-sds.org/article/view/3313/3266
Open accessOpen access
Page range1 - 10
Research GroupSchool of Education
Publisher's version
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/8763v/test-anxiety-benign-or-malignant-for-students-with-vision-impairment

  • 114
    total views
  • 94
    total downloads
  • 3
    views this month
  • 5
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Barriers and enablers to inclusion of university students with disabilities in India and Australia
Datta, Poulomee, Halder, Santoshi, Talukdar, Joy and Aspland, Tania. (2019). Barriers and enablers to inclusion of university students with disabilities in India and Australia. In In Halder, Santoshi and Argyropoulos, Vassilios (Ed.). Inclusion, equity and access for individuals with disabilities / insights from educators across world pp. 525-553 Springer Singapore. https://doi.org/10.1007/978-981-13-5962-0_26
Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia
Coates, Mitchell, Lamb, Janeen, Bartlett, Brendan and Datta, Poulomee. (2017). Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education. 42(11), pp. 65 - 80. https://doi.org/10.14221/ajte.2017v42n11.5
Inclusive practices in mainstream schools: An Australian perspective
Datta, Poulomee, Grima-Farrell, Christine and Coates, Mitchell. (2017). Inclusive practices in mainstream schools: An Australian perspective. In In S. Halder and L. C. Assaf (Ed.). Inclusion, Disability and Culture: An ethnographic perspective traversing abilities and challenges pp. 211 - 227 Springer International Publishing. https://doi.org/10.1007/978-3-319-55224-8
The impact of support services on students' test anxiety and/or their ability to submit assignments: A focus on vision impairment and intellectual disability
Datta, Poulomee and Talukdar, Joy. (2017). The impact of support services on students' test anxiety and/or their ability to submit assignments: A focus on vision impairment and intellectual disability. International Journal of Inclusive Education. 21(2), pp. 160 - 171. https://doi.org/10.1080/13603116.2016.1193561
The impact of vision impairment on students' self-concept
Datta, Poulomee and Talukdar, Joy. (2016). The impact of vision impairment on students' self-concept. International Journal of Inclusive Education. 20(6), pp. 659 - 672. https://doi.org/10.1080/13603116.2015.1111441
An exploration into the support services for students with a mild intellectual disability
Datta, Poulomee. (2015). An exploration into the support services for students with a mild intellectual disability. International Journal of Inclusive Education. 19(3), pp. 235 - 249. https://doi.org/10.1080/13603116.2014.929185
Insights into the support services for students with vision impairment
Datta, Poulomee and Palmer, Carolyn. (2015). Insights into the support services for students with vision impairment. Australasian Journal of Special Education. 39(2), pp. 143 - 158. https://doi.org/10.1017/jse.2015.8
Self-concept and vision impairment : A review
Datta, Poulomee. (2014). Self-concept and vision impairment : A review. The British Journal of Visual Impairment. 32(3), pp. 200 - 210. https://doi.org/10.1177/0264619614542661
Student perspectives on the quality of pedagogical engagement in a transnational academic program in Singapore
Datta, Poulomee, Aspland, Tania L. and Talukdar, Joy. (2014). Student perspectives on the quality of pedagogical engagement in a transnational academic program in Singapore. Higher Education Review. 47(1), pp. 77 - 92.
Test anxiety research : Students with vision impairments and students with intellectual disabilities
Datta, Poulomee. (2014). Test anxiety research : Students with vision impairments and students with intellectual disabilities. International Journal of Special Education. 29(2), pp. 68 - 74.
Students with Intellectual Disabilities: Insights, Implications and Recommendations
Datta, Poulomee. (2014). Students with Intellectual Disabilities: Insights, Implications and Recommendations Springer. https://doi.org/10.1007/978-981-287-017-9
Is test anxiety a peril for students with intellectual disabilities?
Datta, Poulomee. (2013). Is test anxiety a peril for students with intellectual disabilities? Journal of Intellectual Disabilities. 17(2), pp. 122 - 133. https://doi.org/10.1177/1744629513484667
Insights into self-concept of the adolescents who are visually impared in India
Datta, Poulomee and Halder, Santoshi. (2012). Insights into self-concept of the adolescents who are visually impared in India. International Journal of Special Education. 27(2), pp. 86 - 93.
An exploration into self concept: A comparative analysis between the adolescents who are sighted and blind in India
Halder, Santoshi and Datta, Poulomee. (2012). An exploration into self concept: A comparative analysis between the adolescents who are sighted and blind in India. The British Journal of Visual Impairment. 30(1), pp. 31 - 41. https://doi.org/10.1177/0264619611428202
Self concept of the adolescents with visual impairment : A study
Datta, Poulomee, Halder, Santoshi and Talukdar, Joy. (2012). Self concept of the adolescents with visual impairment : A study. Educational Quest: An International Journal of Education and Applied Social Sciences. 3(2), pp. 163 - 170.
Insights into the school assessment policies across Australia for students with special needs
Datta, Poulomee and Aspland, Tania. (2011). Insights into the school assessment policies across Australia for students with special needs. Learning and Teaching : An international journal of classroom pedagogy. 4(2), pp. 85 - 97. https://doi.org/10.7459/ct/26.2.07
An exploration into self-concept: A comparative analysis between the adolescents who are sighted and blind in India
Halder, Santoshi and Datta, Poulomee. (2011). An exploration into self-concept: A comparative analysis between the adolescents who are sighted and blind in India. The British Journal of Visual Impairment. 30(1), pp. 31 - 41. https://doi.org/10.1177/0264619611428202