A longitudinal study by Université Laval shows that evaluation anxiety during primary school exams is linked to a lack of academic motivation and worries about the transition to secondary school. These factors are associated with poorer performance in secondary 1.
"When young people are concerned about their performance on assessments, and fear the consequences of failure, they are more inclined to worry about what lies ahead further down the solar pathway, i.e. the transition to high school," says Stéphane Duchesne, professor in the Faculty of Education and lead author of the study.
The results of the study suggest that particular attention should be paid to test anxiety as early as grade 5, since it predicts an increase in transition anxiety, greater loss of motivation in grade 6, and difficulty adapting in secondary 1. "Several studies have shown that young people who experience difficulties at the start of secondary school are at greater risk of failing and even dropping out," reports the researcher.
Stéphane Duchesne explains assessment anxiety in part by the emphasis placed on performance in today’s education system. "Young people are regularly subjected to assessments, and they quickly understand that they have to perform to gain access to the high school or program of their choice," stresses the professor.
Potential strategies
According to Stéphane Duchesne, it is therefore essential to implement strategies to reduce evaluation anxiety and limit worries about the transition. "There are cognitive and behavioral interventions to get students to become aware of their strengths, better manage their stress and plan their actions to meet expectations in exams."The researcher also mentions the importance of adopting a mindset conducive to learning. "There are two main conceptions of competence or intelligence. The fixed conception implies the belief that competence is innate and difficult to modify, no matter how hard you try. The malleable conception, on the other hand, suggests that understanding can be improved through effort, practice and good coaching. The latter perception needs to be worked on with the student."
When it comes to coaching, Stéphane Duchesne stresses the importance of teachers creating a bond with students, especially at the start of secondary school. "A relationship based on authenticity, availability and listening makes young people more willing to seek help."
As for parents, they can stay in tune with the youngster, suggests the teacher. "You shouldn’t take worries lightly or dramatize them," maintains Stéphane Duchesne. The best thing is to point the child in the direction of solutions, reminding him of his strengths." He adds that parents can also approach the transition to high school as an opportunity to make new acquaintances and develop skills. "We need to reinforce the idea that this passage is something stimulating and positive," he points out.
The three-year study involved 341 students, 49% of whom were boys, and one of their parents, 87% of whom were mothers. The young participants were recruited from 32 French-language public elementary school in the province of Quebec.
The results have been published in the journal Learning and Individual Differences. The authors are Stéphane Duchesne and Catherine Ratelle.
