THE EFFECT OF PSYCHOLOGICAL STRESS GENERATED BY GENERAL SECONDARY EXAMINATION ON ACADEMIC PERFORMANCE AMONG SECOND SECONDARY CLASS STUDENTS: PERCEIVED SELF-EFFICACY AND PERFECTIONISM AS MODERATORS VARIABLES
Date
2022-06-09
Authors
Kilani, Walid
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة النجاح الوطنية
Abstract
Theoretical background: The secondary stage is considered an important educational stage, because it leaves traces on the student's future professionally. As a result, the 12th grade students in Palestine undergo academic psychological stress; this stage is accompanied by stress and anxiety on the student which affects the exam performance. Perfectionism is positively correlated to the students' exam performance and an indicator of academic achievement such as grade point average. Perceived self-efficacy is considered as a standard to predict grades, achievement.
Objective: The current study's aim was measure the effect of psychological stress generated by general high school exam on academic performance among high school students.
Methods: Eighty-two high school students (12th grade) in Bethlehem Governorate that were intended to apply for the General secondary examination (GSE) in 2020/2021 academic year. The Arabic version of academic Perceived self-efficacy (Hakim, 2015) was used, and the Multidimensional Perfectionism Scale (Hewitt & Flett, 1990) was validated by using translation-back translation method to the Arabic language. General secondary examination consists of 10 Arabic and 10 Math questions. A simple random sampling method used to select (82) students. The students were divided for two experimental groups. The study relied on the quasi-experimental design as a method of study. Data was analyzed by used ANCOVA (analysis of covariance).
Main results: ANCOVA was conducted to examine the effect of (manipulation) on two experimental groups regarding time testing (pre- post Arabic exam) and (pre-post Math exam), findings revealed showed a clear difference between pre and post manipulation on both Arabic and Math exams. The finding revealed no significant main effects of Perceived self –efficacy and perfectionism as moderators variables, while the Perceived self-efficacy was significant with Arabic exam and not with other variables. There were significant differences in the mean score for the pre-math exam in favor of males.
Conclusion and recommendation: In other words, psychological stress plays a significant role in reducing the performance of students in the experimental group “2” (direct manipulation) in both the Arabic and Math exams. It is the researcher’s recommendation; Counselors could play an important role in assisting students who are suffering from psychological stress by preparing students for the future. These results are discussed, the study's limitations are also discussed, as well as possible future research directions on these topics.
Description
Theoretical background: The secondary stage is considered an important educational stage, because it leaves traces on the student's future professionally. As a result, the 12th grade students in Palestine undergo academic psychological stress; this stage is accompanied by stress and anxiety on the student which affects the exam performance. Perfectionism is positively correlated to the students' exam performance and an indicator of academic achievement such as grade point average. Perceived self-efficacy is considered as a standard to predict grades, achievement.
Objective: The current study's aim was measure the effect of psychological stress generated by general high school exam on academic performance among high school students.
Methods: Eighty-two high school students (12th grade) in Bethlehem Governorate that were intended to apply for the General secondary examination (GSE) in 2020/2021 academic year. The Arabic version of academic Perceived self-efficacy (Hakim, 2015) was used, and the Multidimensional Perfectionism Scale (Hewitt & Flett, 1990) was validated by using translation-back translation method to the Arabic language. General secondary examination consists of 10 Arabic and 10 Math questions. A simple random sampling method used to select (82) students. The students were divided for two experimental groups. The study relied on the quasi-experimental design as a method of study. Data was analyzed by used ANCOVA (analysis of covariance).
Main results: ANCOVA was conducted to examine the effect of (manipulation) on two experimental groups regarding time testing (pre- post Arabic exam) and (pre-post Math exam), findings revealed showed a clear difference between pre and post manipulation on both Arabic and Math exams. The finding revealed no significant main effects of Perceived self –efficacy and perfectionism as moderators variables, while the Perceived self-efficacy was significant with Arabic exam and not with other variables. There were significant differences in the mean score for the pre-math exam in favor of males.
Conclusion and recommendation: In other words, psychological stress plays a significant role in reducing the performance of students in the experimental group “2” (direct manipulation) in both the Arabic and Math exams. It is the researcher’s recommendation; Counselors could play an important role in assisting students who are suffering from psychological stress by preparing students for the future. These results are discussed, the study's limitations are also discussed, as well as possible future research directions on these topics.
Keywords
Psychological Stress, General Secondary Examination, Academic Performance, Perceived Self-Efficacy, Perfectionism.