LEVELS OF TEST ANXIETY AND COGNITIONS OF SECOND SEMESTER SENIOR LEVEL BACCALAUREATE NURSING STUDENTS PREPARING FOR LICENSURE EXAM.
Contributors: University of Pittsburgh.
Published: 1988
Number of pages: 154
Subjects: Health Sciences, Nursing.; Education, Educational Psychology.
Description: This study addressed the problem of determining if differences in nursing licensure examination (NCLEX) performance were related to differences in test anxiety, cognitions and general academic performance among second semester senior-level baccalaureate nursing students. The design of this study was correlational and prospective in nature. Test anxiety was measured by the Test Anxiety Inventory (TAI). Cognitions related to testing were measured by the Cognitive Assessment Tool (CAT), and academic aptitude was measured by QPA and SAT scores. The sample consisted of 102 people. Subjects were recruited from two universities in a large metropolitan area in western Pennsylvania. The subjects were interviewed and completed the CAT, TAI and demographic data. Three months later, NCLEX scores were collected on each member of the sample. Pearson's product moment correlation, multiple regression and Chi-square statistics were used to analyze the data. Research findings indicated that test anxiety was inversely related to pass rate on the NCLEX. Academic aptitude was positively correlated with pass rate on the NCLEX. Negative cognitions were not inversely related to pass rate on NCLEX. Multiple regression demonstrated that self-perceived student grades and self-predicted NCLEX scores were the best predictors of actual NCLEX scores. Chi-square statistics and content analysis were used to evaluate the open-ended questions of the CAT. Significant Chi-square statistics indicated that individuals who passed the NCLEX were more likely to believe they were good test-takers and reported more facilitative thoughts during exams than did those who failed the NCLEX. Content analysis yielded a trend toward problem-solving self-talk cognitions in subjects who passed the NCLEX. These problem-solving cognitions were not evidenced in the subjects who failed.
Notes: Source: Dissertation Abstracts International, Volume: 49-08, Section: B, page: 3108.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1988.

School code: 0178.