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Open AccessOriginalarbeit

Prüfungsangstprofile von Schülerinnen und Schülern und deren Zusammenhänge mit verschiedenen Schülermerkmalen

Published Online:November 03, 2020https://doi.org/10.1024/1010-0652/a000289

Abstract

Zusammenfassung. Die vorliegende Querschnittsstudie mit 696 Schülerinnen und Schülern zwischen 10 und 18 Jahren untersucht anhand latenter Profilanalysen, ob sich die Prüfungsangst von Schülerinnen und Schülern in Profilen klassifizieren lässt, wie sich diese Profile hinsichtlich verschiedener Schülermerkmale voneinander unterscheiden und ob spezifische Lernverhaltensmerkmale (Ausdauer, Konzentration, Selbstständigkeit, Sorgfalt) durch diese Profile erklärbar sind. Basierend auf den zwei zentralen Prüfungsangstfacetten Besorgtheit und Aufgeregtheit ließen sich fünf Prüfungsangstprofile identifizieren: die „Prüfungsängstlichen“, die „Unbesorgten“, die „Unauffälligen“, die „Gelassenen“ und die „Besorgten“. Diese fünf Profile unterschieden sich hinsichtlich des Geschlechts, des Selbstkonzepts und der Zielorientierung sowie der Erklärung des Lernverhaltens. Multinomiale logistische Regressionsanalysen zeigten z.B., dass Mädchen häufiger den „Prüfungsängstlichen“ angehörten als Jungen und sich das Selbstkonzept, die Lernzielorientierung und die Vermeidungs-Leistungszielorientierung als bedeutsame Prädiktoren der Profilzugehörigkeit erwiesen. Schülerinnn und Schüler mit geringeren Werten in der Besorgtheit und durchschnittlichen Werten in der Aufgeregtheit („Unbesorgte“) berichteten die ungünstigsten Lernverhaltensweisen.


Test anxiety profiles of students and their relations to various student characteristics

Abstract. Using latent profile analyses, the present cross-sectional study with 696 students aged 10 to 18 years examined whether students' test anxiety can be classified in latent profiles, how these profiles differ from one another in terms of different student characteristics, and whether specific facets of learning behavior (endurance, concentration, independence, diligence) can be explained by those profiles. Based on the two central facets of test anxiety worry and emotionality, results revealed five distinct profiles of students' test anxiety, labeled as “Test Anxious”, “Unconcerned”, “Inconspicuous”, “Calmly”, “Worried”. These five profiles differed in terms of students' gender, self-concept, and goal orientation as well as in predicting students' learning behavior. For instance, multinomial logistic regression analyses showed that girls belonged to the “Test Anxious” more frequently than boys and that self-concept, learning goal orientation, and avoidance-performance goal orientation proved to significantly predict students' profile membership. Students with lower levels of worry and average levels of emotionality (i.e., the “unconcerned” profile) reported the most unfavorable learning behavior.

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