JPBS. Surveying the Child-Parent Relationship and Test Anxiety of Elementary School Students of Gorgan. Laleh Aljalil, Javanshir Asadi *

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1 Surveying the Child-Parent Relationship and Test Anxiety of Elementary School Students of Gorgan JPBS JOURNAL OF PSYCHOLOGY & BEHAVIORAL STUDIES Vol 3(5): ISSN: Copyright 2015 Laleh Aljalil, Javanshir Asadi * Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran * Corresponding Author: Javanshir Asadi ABSTRACT Children s test anxiety is an active process and many factors have an effect on it. The aim of this research was surveying the effectiveness of child-parent relationship on children s test anxiety. In this correlative study, 205 children (9-12 year old) from the schools of Gorgan city and their parents were selected by the use of convenience sampling. Test Anxiety Inventory (TAI) and child-parent relationship scale (CPRS) were used in this research. Results were analyzed by the use of SPSS16 software and based on the correlation statistical model and regression analysis at significance level p<0.05. Results showed that there was a correlation between students test anxiety and child-parent relationship style (p= 0.001). The research result showed that parenting style is effective on students test anxiety. KEYWORDS Test Anxiety, Child-Parent Relationship, Parenting Style. INTRODUCTION Anxiety problems are one of the most common emotional problems that in case of being ignored, by the increase of age they could result in problems such as anxiety disorders, depression and drug abuse (Weems et al., 2009). Generally, anxiety is a generalized, undesirable and vague stress (Kaplan H. & Sadock B. 2007) which results in problems in individual s life. One of the anxiety structures surveyed by researchers during the last decades, which is related to the students academic problems, is test anxiety. Researchers consider test anxiety as a kind of anxiety related to reality that has a close relationship with students learning process in educational institutes and it is defined as a relatively constant trait related to threatening situations (Larson et al., 2010). Although test anxiety is very common, severe and harmful, it is not coded as a mental disorder in Dsm or ICD. In scientific fields, test anxiety is defined as a sign of fear of poor performance and negative self-evaluation before, during and after the test (Herzer et al., 2014).Test anxiety is a considerable and generalized worry and fear that may appear before, during or after the test and 134

2 may result in decreased performance, poor learning or drop in school grades. Many students and university students suffering from test anxiety although have spent a lot of time for studying and preparing themselves for the test think of problems such as focusing, distraction, and mental interruptions as their biggest problems (Tahmasebipour, 2011). Thus test anxiety is a kind of self-preoccupation acting in a way for minimizing and downgrading the obvious potentials and it usually results in negative cognition, lack of focus, undesirable physiological reactions and poor academic performance. Thus there is a negative relation between anxiety scores and test scores in 10 to 30% of students and this is more for female students compared to male students (Dewi N. & Mangunsong F., 2012). There are different reasons available for test anxiety. Worries and anxiety of the child, learning problems of the child, teacher s expectations, personality factors and family factors are some of the main reasons for test anxiety (Khosravi et al., 2012). Although in today s world the social norms and demands related to the family role are constantly changing, family still acts as the main framework in which the individual grows and develops (Peleg-Popko et al., 2003). Family is considered as an important factor in creating anxiety. In addition to being the success or failure criteria for children, parents expectations could also cause anxiety. Parents over-expectations and comparing children with peers and classmates result in increasing students anxiety and worry; especially overexpectations created without paying attention to the children s abilities and talents result in increased test anxiety and students poor performance (Khosravi et al., 2012). The concept of relation between family factors and children s test anxiety is not a new concept; for instance, Sarason et al (1960) stated that test anxiety is related to child-parent relationship patterns. Researchers have agreed that the root of test anxiety is in the childparent relationship and family environment during childhood. Test anxiety refers to the sense of disability, hostility and isolation of a child, parents negative judgment about the child s performance and lack of warm feelings in the family (Peleg-Popko et al., 2003). Sarason (1984) believed that anxiety takes form at the early stages of child-parent relation and during preschool period. In general, specific aspects of child-parent relationship could be different based on the difference in beliefs, standards and self-evaluation of parents regarding the situations. These relationships and parents individual characteristics are two factors affecting the children s characteristics and performance (Azizi and Besharat, 2011). Many studies have shown that parents have a powerful impact on child s growth (Besharat et al., 2011). Thus it could be stated that high levels of parents support are accompanied by high levels of anxiety in children. Instead of providing children with a sense of security and safety parents supportive style makes them aware of the risks and creates this belief in children that they are vulnerable and every social matter seems threatening to them (Gallagher B. & Cartwright-Hatton M. 2008). Thus, it could be said that childhood anxiety is related to different parenting styles (Elizabeth et al., 2006). One of the characteristics of anxious individuals is their anxiety about their own mistakes and even when they perform desirably, they evaluate their performance as inappropriate (Banerjee P. 2005). As a result the parents tendency may affect the child and as a result, one of its important components is parenting style (Kawamura et al., 2001). Thus surveying the differences among family, environment and children-parents interaction provides a better understanding of reasons for creation of test anxiety and it may be helpful in preventing from and controlling it (Peleg-Popko et al., 2003). MATERIALS AND METHODS The current research population includes all elementary school students of Gorgan. By the use of multi-stage random sampling a sample including 440 individuals was chosen from 135

3 different schools; firstly from 67 schools, 10 schools were randomly chosen and then from each school, 4 classes were randomly chosen and from students of each class, a number of students were randomly selected. After implementing this stage, 327 questionnaires were returned. The sample size was estimated to be 204 individuals by the use of Cochran s sample size formula. Then 205 questionnaires from 327 returned questionnaires, that had high scores on test anxiety scale were chosen and from these 205 individuals, 112 individuals were females and 93 individuals were males. Questionnaires were distributed among students and they were asked to take questionnaires home and study and carefully answer each item with their parents and there was no need to mention names. Students were informed that questionnaire number 1 which included 25 items must be filled out by the students and child-parent relationship questionnaire must be filled out by one of the parents. Also, there was no time limit applied on filling out the questionnaires and examinees were provided with information regarding the research aim. Test Anxiety Scale: This scale has been designed by Abolghasemi, Asadi Moghaddam, Najjarian and Shekarkan (1996). This scale is a kind of 25-question test calculating the score of examinee s test anxiety based on a 4-degree Likert scale (0= never, 1= rarely, 2= sometimes, 3= often). The minimum score in this test is zero and the maximum score is 75. Higher scores indicate higher anxiety. Its concurrent validity coefficient with ANQ was equal to 0.67 and its concurrent validity coefficient with Coopersmith self-esteem inventory (CSEI) was Heidari (2001) used 58-item self-esteem scale for measuring the validity of this scale. Correlation coefficients of total examinees scores, female examinees and male examinees were achieved by the use of CSEI and TAI and they were respectively -0.57, 0.68, and 0.48 (Biabangard, 2002). Child-Parent Relationship Scale: This scale is designed with 30 items for evaluating the quality of child-parent relationship. The items of this scale are based on a 5-degree Likert scale. Pianta (1992) used factor analysis and reached three main factors. The first factor is conflict with 12 items; the second factor is positive relationships with 10 items; and the third factor is dependence with 4 items. It is a self-report instrument and its grading is based on a 5-degree Likert scale (5 for completely true, and 1 for completely untrue) (Pianta, 1992). Conflict subscale includes items 2, 4, 8, 10, 11, 12, 13, 14, 16, 17, 19 and 23; positive relationship subscale includes items 1, 3, 5, 6, 7, 9, 15, 21, 22 and 23; and dependence subscale includes items 20, 24, 25 and 26 and all of them are directly graded. In Pianta s research (1992) for each 1 st, 2 nd and 3 rd scale, the internal consistency is reported to be 0.83, 0.72 and 0.50, respectively. In its Iranian sample the Cronbach s alpha for each scale is 0.79, 0.73 and 0.57, respectively. Retest correlation coefficient in a 20-day time interval for subscales is 0.70, 0.61 and 0.65, respectively which indicate the valid reliability and validity of scale in Iranian sample (Pianta, 1992). Data were analyzed by the use of SPSS16 software and correlation and regression analysis statistical methods. Additionally, the significance level for testing the hypotheses was considered RESULTS There is a relation between the amount of child-parent conflict and students test anxiety. Table 1 shows the Pearson correlation results between variables of child-parent conflict and students test anxiety. 136

4 Table 1. Summary of Pearson correlation results between variables of child-parent conflict and students test anxiety. Variable Test anxiety 1 2. Child-parent conflict According to table 1, correlation coefficients between child-parent conflict and students test anxiety (r= 0.28) at level 0.01 are significant. Then for further explanation and survey, the regression analysis results between child-parent conflict as the predictor variable and students test anxiety as the criterion variable are shown in table 2, 3 and 4. Table 2. s and statistics of regression analysis between child-parent conflict and students test anxiety. Correlation The square of the Adjusted The standard error of coefficient R correlation coefficient R 2 Coefficient the estimate As it is observable in table 2, the correlation coefficient between child-parent conflict and students test anxiety is 0.28% and it explains 0.079% of variance of test anxiety on its own. Table 3. Regression analysis of students test anxiety and child-parent conflict. SS df MS F Sig. Source Regression Residual Total According to table 3 and the observed variance analysis (df= 1, 203, F= 18.42) dimensions of child-parent conflict are significant for explaining the students test anxiety (p<0.05). Table 4. Regression analysis coefficients of students test anxiety and child-parent conflict. Variable Constant Amount Childparent conflict Beta Coefficient Standard Beta Coefficient t Sig. B Standard Error Beta Regarding the amount of beta and standard coefficient of regression separation (Beta) in table 4 it is concluded that it is possible to predict the students test anxiety from childparent conflict scores. There is a relation between child-parent positive relationship and students test anxiety. 137

5 Table 5 shows the Pearson correlation results between variables of child-parent positive relationships and students test anxiety. Table 5. Summary of Pearson correlation results between child-parent positive relationships and students test anxiety. Variable Test anxiety 1 2. Child-parent positive relationship According to table 5, correlation coefficients between child-parent positive relationship and students test anxiety (r= -0.22) at level 0.01 are significant. Then for further explanation and survey, the regression analysis results between child-parent positive relationship as the predictor variable and students test anxiety as the criterion variable are shown in table 6, 7 and 8. Table 6. s and statistics of regression analysis between child-parent positive relationship and students test anxiety. Correlation The square of the Adjusted The standard error of coefficient R correlation coefficient R 2 Coefficient the estimate As it is observable in table 6, the correlation coefficient between child-parent positive relationship and students test anxiety is -0.22; and it explains 0.044% of variance of test anxiety on its own. Table 7. Regression analysis of students test anxiety and child-parent positive relationship. SS df MS F Sig. Source Regression Residual Total According to table 7 and the observed variance analysis (df= 1, 202, F= 10.28), dimensions of child-parent positive relationship are significant for explaining the students test anxiety (p<0.05). Table 8. Regression analysis coefficients of students test anxiety and child-parent positive relationship. Variable Constant Amount Childparent positive relationship Beta Coefficient Standard Beta Coefficient t ratio Sig. B Standard Error Beta

6 Regarding the amount of beta and standard coefficient of regression separation (Beta) in table 8 it is concluded that it is possible to predict the students test anxiety from childparent positive relationship scores. There is a relation between amount of child-parent dependence and students test anxiety. Table 9 shows Pearson correlation results between variables of child-parent dependence and students test anxiety. Table 9. Summary of Pearson correlation results between variables of child-parent dependence and students test anxiety. Variable Test anxiety 1 2. Child-parent dependence Regarding the table 4-30, correlation coefficients between child-parent dependence and students test anxiety (r= -0.43) at level 0.01 are significant. Then for further explanation and survey, the regression analysis results between child-parent dependence as the predictor variable and students test anxiety as the criterion variable are shown in table 10, 11 and 12. Table 10. s and statistics of regression analysis between child-parent dependence and students test anxiety. Correlation The square of the Adjusted The standard error of coefficient R correlation coefficient R 2 Coefficient the estimate As it is observable in table 10, the correlation coefficient between child-parent dependence and students test anxiety is 0.43% and it can explain 0.18% of variance of test anxiety on its own. Table 11. Regression analysis of students test anxiety and child-parent dependence. SS df MS F Sig. Source Regression Residual Total Regarding table 11 and the observed variance analysis (df= 1, 202, F= 46.37), dimensions of child-parent dependence are significant for explaining students test anxiety (p<0.05). Table 12. Regression analysis coefficients of students test anxiety and child-parent dependence. Variable Constant Amount Child-parent dependence Beta Coefficient Standard Beta Coefficient t ratio Sig. B Standard Error Beta

7 Regarding the amount of beta and standard coefficient of regression separation (Beta) in table 12 it is concluded that it is possible to predict the students test anxiety from childparent dependence scores. DISCUSSION AND CONCLUSION According to table 1, the correlation coefficient between child-parent conflict and students test anxiety (r= 0.28) at level 0.01 is significant. Explanation and regression analysis based on tables 2, 3 and 4, F= at level p<0.05 is significant; and this shows that there is a relation between child-parent conflict and students test anxiety. This hypothesis results are consistent with research results of Lib et al (2007), Gallagher et al (2008) and Gastel et al (2009) who conducted surveys regarding the parenting styles, fears and anxieties of children. These researchers concluded that many fears and anxieties in children depend on parents parenting styles (Laible et al., 2002; Gallagher et al., 2008; Gastel et al., 2009). Bögels & Brechman-Toussaint (2006) surveyed the factors affecting childhood anxieties. They stated factors such as conflict, performance and cooperation of parents as the most important factors of anxiety in children (Bögels & Brechman-Toussaint, 2006). Thus children having parents with authoritarian parenting style experience more fear compared to children having parents with other parenting styles. Inattention or neglect of parents with insecure parenting style results in children with distress and mental health problems and the children experience a world full of fear and anxiety. Regarding the hypothesis of relation between child-parent positive relationship and students test anxiety it could be said that according to the Pearson correlation score (r= ) in table 5 it could be concluded that: there is a significant and inverse correlation between child-parent positive relationship and test anxiety; which means that the more the child-parent positive relationship the less the test anxiety. For further explanation the regression analysis was used. Regarding the significance of F= at level p<0.05 in tables 6, 7 and 8 it could be said that: child-parent positive relationship acts as a predictor variable for test anxiety. In a research called Adult Attachment, Parent Emotion, and Observed Parenting Behavior: Mediator and Moderator Models, Adam, Gunnar & Tanaka (2004) surveyed the parenting styles and secure attachment. Their results showed that attachment styles are effective on children s anxiety and worry. In their researches, Cambium and Evinalie (1998) surveyed the parenting styles and they showed that secure and insecure attachment styles of parents predict the children s behavior and test anxiety (Adam, Gunnar & Tanaka, 2004). There is a relation between child-parent dependence and students test anxiety. According to Pearson correlation score of r= 0.43 in table 9 it could be concluded that child-parent dependence has a positive and significant relation with test anxiety. Regression analysis was conducted for further explanation and analysis. Based on score of F= at level p<0.05 in tables 10, 11 ad 12 it could be concluded that child-parent dependence variable could act as a predictor variable for test anxiety. Researchers showed that parents with ambivalent and avoidant parenting styles give low attachment security to their children; as a result they raise children with more anxiety levels. The current research results are consistent with research results of Shiffer (1959) who showed that quality of child-parent attachment is one of the factors affecting the children s anxiety. Cartwright-Hatton et al (2005) stated that there is a powerful correlation between child-parent styles and children s anxiety; and this is consistent with current research result; as a result, anxiety is one of the most common responses to parents insecure attachment styles (Ghazanfari, 2004; Cartwright- Hatton et al., 2005). 140

8 As a conclusion, regarding the research hypotheses and the achieved results it could be said that: all of us experience anxiety before tests; if the amount of this anxiety is low it helps the quality of test and improving the test result; but in some cases where the amount of anxiety is high, the individuals suffer from severe anxiety, their heartbeat increases, their hands shake and sweat. In such situation individuals think of their success or failure in test and the results and this thought increases their anxiety and inverses their performance. There are many reasons mentioned for this excessive anxiety, stress and worry. One of the most important and affective factors is parents parenting styles. Parents overexpectations, wrong punishment-reward patterns, high criteria and standards, and unrealistic expectations severely control the children s academic performance. In this regard, paying attention to the parenting style and supportive style of parents and the childparent relationship are good predictors of test anxiety. Children with positive relationship parenting styles showed that they experience less anxiety and stress compared to children with insecure dependence and conflict styles. Parents who support their children in everything create a sense of failure and incapability in their children; as a result children act undesirably in all situations under the shadow of dependence to their parents; and during the exams they feel anxious and fearful because of lack of independence and achieve inverse result. As it has been mentioned earlier, not only in this research but also in similar researches in Iran and outside Iran, insecure attachment, negative parenting styles with high criteria have a positive relation with stress, anxiety and depression and it could be stated that in the current research perhaps the insecure attachment style acts as the most insecure style and has the highest prognosis regarding psychological problems such as test anxiety. ACKNOWLEDGEMENT This article is the result of Ms. Laleh s thesis for obtaining Masters degree in psychology from the faculty of psychology of the university. We give thanks to all professors and people who helped us implement this study. REFERENCES Adam EK, Gunnar MR, Tanaka A, Adult Attachment, Parent Emotion, and Observed Parenting Behavior: Mediator and Moderator Models. Child Development. 75(1): Azizi K, Besharat MA, The relationship between parental perfectionism and child perfectionism in a sample of Iranian families. Procedia Social and Behavioral Sciences. 15: Banerjee P, Exploring the impact of parental overprotection on adult social anxiety via perfectionism: A mediation model. Thesis of master of arts, Miami University. Besharat MA, Azizi K, & Poursharifi H, The relationship between parenting styles and children's perfectionism in a sample of Iranian families. Procedia Social and Behavioral Sciences. 15: Biabangard E, iveness of Lazarus multifaceted treatment, Alice rationalemotional therapy and relaxation on decreasing students test anxiety. Andisheh & Raftar Publications. 8(3):

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