Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Test anxiety restricts learning achievement. Therefore, attention has been paid to individual factors (e.g. self-concept, strategic competence) that can help students reduce the detrimental effects of these factors on learning achievement. This focus leaves external variables such as teacher feedback underexplored. The current study examined whether teacher feedback has the potential to reduce the level of test anxiety and weaken its detrimental effect on students’ English achievement. This cross-sectional study involved 535 12th graders ( M age = 17.97, SD = .60, females = 54%) from a middle school in China. Two questionnaires were delivered to measure students’ test anxiety and perceived teacher feedback. Students’ English achievement was indicated with an in-house English exam. Data were analysed using structural equation modeling...

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