Figure 1
Figure 2
Independent samples t-test comparing girls and boys on test anxiety dimensions_
| Variable | t | df | p | Mean difference | 95% CI lower | 95% CI upper |
|---|---|---|---|---|---|---|
| Thoughts/concerns | −2.972 | 54 | 0.004 | −3.96 | −6.63 | −1.29 |
| Distracted behavior | −2.659 | 54 | 0.010 | −2.54 | −4.46 | −0.63 |
| Automatic reactions | −3.269 | 54 | 0.002 | −3.29 | −5.30 | −1.27 |
Independent samples t-test comparing special and mainstream education students_
| Variable | t | df | p | Mean difference | 95% CI lower | 95% CI upper |
|---|---|---|---|---|---|---|
| Thoughts/concerns | 10.967 | 54 | <0.001 | 8.71 | 7.12 | 10.31 |
| Distracted behavior | 9.586 | 54 | <0.001 | 5.89 | 4.66 | 7.13 |
| Automatic reactions | 10.792 | 54 | <0.001 | 6.64 | 5.41 | 7.88 |
Pearson correlations between test anxiety dimensions and perceived teacher support_
| Variable | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1. Teacher support | — | |||
| 2. Thoughts/concerns | −0.86** | — | ||
| 3. Distracted behavior | −0.79** | −0.81** | — | |
| 4. Automatic reactions | −0.76** | −0.84** | −0.83** | — |