RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy
Abstract Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might...
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| Format: | Article |
| Language: | English |
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BMC
2024-01-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-023-01511-w |
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| author | Bai Li Xin Yang Sayed M. Ismail Asma Gheisari |
| author_facet | Bai Li Xin Yang Sayed M. Ismail Asma Gheisari |
| author_sort | Bai Li |
| collection | DOAJ |
| description | Abstract Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might potentially exacerbate anxiety and demotivation among learners. When students’ psychological and emotional well-being are taken into account, it may be possible to improve their educational and evaluative experiences. This study set out to shed light on the interplay between anxiety, demotivation, academic buoyancy, and autonomy in online assessment. To achieve this objective, printed copies of the related questionnaires were distributed among 392 EFL university students in China. The association between anxiety, demotivation, academic buoyancy, and autonomy in online assessment was assessed by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings indicated that students who experienced less anxiety and demotivation were more buoyant and autonomous. Possible improvements in language education and assessment are considered, as are the study’s broader implications. |
| format | Article |
| id | doaj-art-31d3b5bb8b36411cafcfc3427c63ec01 |
| institution | OA Journals |
| issn | 2050-7283 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-31d3b5bb8b36411cafcfc3427c63ec012025-08-20T02:33:32ZengBMCBMC Psychology2050-72832024-01-0112111310.1186/s40359-023-01511-wRETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomyBai Li0Xin Yang1Sayed M. Ismail2Asma Gheisari3School of Foreign Languages, China Pharmaceutical UniversityZhuhai Sports SchoolDepartment of English Language, College of Sciences and Humanities, Prince Sattam bin Abdulaziz UniversityPayame Nour University of AhvazAbstract Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might potentially exacerbate anxiety and demotivation among learners. When students’ psychological and emotional well-being are taken into account, it may be possible to improve their educational and evaluative experiences. This study set out to shed light on the interplay between anxiety, demotivation, academic buoyancy, and autonomy in online assessment. To achieve this objective, printed copies of the related questionnaires were distributed among 392 EFL university students in China. The association between anxiety, demotivation, academic buoyancy, and autonomy in online assessment was assessed by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings indicated that students who experienced less anxiety and demotivation were more buoyant and autonomous. Possible improvements in language education and assessment are considered, as are the study’s broader implications.https://doi.org/10.1186/s40359-023-01511-wAnxiety in online assessmentDemotivationAcademic buoyancyAutonomyEFL learners |
| spellingShingle | Bai Li Xin Yang Sayed M. Ismail Asma Gheisari RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy BMC Psychology Anxiety in online assessment Demotivation Academic buoyancy Autonomy EFL learners |
| title | RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy |
| title_full | RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy |
| title_fullStr | RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy |
| title_full_unstemmed | RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy |
| title_short | RETRACTED ARTICLE: Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy |
| title_sort | retracted article demystifying anxiety and demotivation in on line assessment a focus on the impacts on academic buoyancy and autonomy |
| topic | Anxiety in online assessment Demotivation Academic buoyancy Autonomy EFL learners |
| url | https://doi.org/10.1186/s40359-023-01511-w |
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