High-stakes test anxiety among Taiwanese adolescents: a longitudinal study

Abstract

AbstractThis study examined changes of test anxiety under the reform of the examination system in Taiwan. We sampled 46,361 Grade 9 students in Taiwan for 9 consecutive years starting from 2011 to collect data on their test anxiety, cram school attendance frequency, and academic achievement. Students’ test anxiety level was compared between three periods: Basic Competence Test (2011–2013), Comprehensive Assessment Program (CAP 1; 2014–2016), and CAP 2(2017–2019). The results indicated that first, during CAP 1, students’ test anxiety increased, but decreased in CAP 2. Second, the test anxiety level of students those with an upper-intermediate level of academic achievement, increased. Finally, the cram school attendance frequency didn’t differ among the three periods. We provide suggestions for countries with a similar social climate. For potentially controversial social issues, such as test anxiety, policy makers should develop corresponding measures in advance on the basis of empirical evidence.

Keywords

• Academic achievement
• adolescents
• cram school attendance frequency
• the basic competence test
• the comprehensive assessment program
• test anxiety