Ansiedade nos estudantes diante das avaliações e atendimento às expectativas

Abstract

Anxiety is defined as a physical, psychological discomfort, distress, and agony, involving physiological, behavioral, and cognitive components. It is an alarming state, which can generate undesirable consequences, such as low academic performance in students, for example, in an evaluation process. Thus, the general objective of this study was to verify the relationship between anxiety in the face of assessments and anxiety due to the concern to meet expectations in students. Two analysis instruments were used: (1) Test Anxiety Inventory (IAP), as a measure of anxiety related to worry, emotion, distraction, and confidence; and (2) the Internally and Externally Caused Anxiety Inventory (IAIEC), which assesses anxiety caused by the preoccupation with meeting expectations. To complement the information, a

sociodemographic questionnaire was also used. This is a correlational, cross- sectional study. Ninety students from technical courses (subsequent modality) and

higher education courses at IFPE - Campus Ipojuca participated in the study. Data tabulation and analysis were computed using the IBM SPSS Statistics 23 software. The results indicated significant correlations between the IAP and the IAIEC factors. The employment variable (being or not working) was the one that correlated with the most factors. Multivariate analyzes (MANOVA) showed significant employment results with emotion, worry, trust, distraction, and external causes. The averages of the differences showed that people who were not working were more likely to indicate emotion, worry, distraction and external causes of anxiety. Those who were working were more likely to trust. Univariate analysis (ANOVA) confirmed the worry factor as the most likely factor of anxiety in the face of tests. It was concluded that the measurements of the scales suggest emotional reactions of anxiety, being related to the expectation of the performance of the evaluations. It is hoped that the results of the study can contribute to the academic community in terms of prevention and improvement of the quality of life and mental health of students, as well as providing scientific data that can expand the understanding of the construct, in addition to favoring teaching practice and the teacher-student relationship.