Table 1 Teachers’ cognitions of positive psychological consequences of high-stake language tests
Items | Statistics | t tests | |||
|---|---|---|---|---|---|
Mean | SD | T | df | P | |
1. Preparing for high-stake tests fosters the test-takers’ learner autonomy | 3.60 | 1.11 | 4.1 | 209 | 0.001 |
2. Good performance on language tests increases the test takers’ passion for learning | 3.51 | 1.05 | 3.6 | 209 | 0.001 |
3. Achievement on high-stake tests increases the test takers’ self-efficacy | 3.70 | 1.04 | 3.4 | 209 | 0.001 |
4. Achievement on high-stake tests increases the test takers’ self-confidence | 3.40 | 1.01 | 3.3 | 209 | 0.001 |
5. Achievement on high-stake tests increases the test takers’ positive academic emotions (hope, joy, etc.) | 3.30 | 1.00 | 3.6 | 209 | 0.001 |
6. Test scores might negatively affect the test takers’ mental health | 2.5 | 1.16 | 0.78 | 209 | 0.63 |
7. Test scores might negatively affect the test takers’ test anxiety | 2.7 | 1.10 | 0.76 | 209 | 0.25 |
8. Test scores might negatively affect the test takers’ foreign language anxiety | 2.6 | 1.10 | 0.74 | 209 | 0.12 |
9. Test scores might negatively affect the test takers’ mental health | 2.43 | 1.13 | 0.83 | 209 | 0.16 |
10. Performance on language tests might lead to the test takers’ academic burnout | 2.32 | 1.09 | 0.56 | 209 | 0.32 |
11. Performance on language tests might increase the test takers’ negative emotions | 2.43 | 1.07 | 0.63 | 209 | 0.33 |
12. Performance on language tests might decrease the test takers’ self-confidence | 3.4 | 1.12 | 4.3 | 209 | 0.001 |