Naslov
Test anxiety and adaptive behaviour in children with special needs

Autori
Cvitkovic, Daniela

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Zagreb 2007. 6th European Congress of Mental Health in Intellectual Disability / Frey Skrinjar, Jasmina ; Fulgosi- Masnjak, Rea ; Wagner Jakab, Ana ; Jelic, Emili - Zagreb : Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 2007, 54-54

ISBN
978-953 6418-596

Skup
6th European Congress of Mental Health in Intellectual Disability

Mjesto i datum
Zagreb, Hrvatska, 11.10.2007. - 13.10.2007

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Test Anxiety; Adaptive Behaviour; Children With Special Needs

Sažetak
Background: Test anxiety becomes one of the most disruptive factors in the school (Birenbaum and Nasser, 1994). It was found that children with special needs are more anxious in test situation than typical children (Margolis and Raviv, 1992 ; Sood 1994 ; Kay, 1995 ; Mcclain, 1998 ; Stevens 2001). Learning disabilities in combination with some situational factors like unreal expectation of parents, inadequate support etc. and past difficulties in learning lead to the greater risk that some situations are perceived to be anxious (Barga, 1996). Aim: The aim of this research was to find in what degree is test anxiety expressed in children with special needs integrated in regular schools. The second aim was to see are there correlations between test anxiety and self estimation and estimation of child adaptive behaviour. Method: This study was conducted using a sample of children with special needs who attended the 6th grade in regular school (n=81), typical children (n=81) also 6th graders and their parents. Test anxiety was examined using SCAD 62 (Vulić Prtorić, 2003), and adaptive behaviour was measured using Behaviour Rating Profile (BRP-2, Brown, Hammill, 1990). BRP-2 measures adaptive behaviour in family, classroom and in relations to peers. Results: The results show that children with special needs are more anxious in test situations than typical children. The results also show that the more unfavourable self estimation of adaptive behaviour in relationships with peers in children with special needs the more intensive is the feeling of anxiety. On the other side, the more unfavourable self estimation of adaptive behaviour in classroom is connected with the more intensive feelings of test anxiety in typical children. There are no statistically significant correlations between test anxiety and estimation of adaptive behaviour made by parents and teachers. The results will be discussed in the presentation.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA