Table 3 T test for teacher’s knowledge of psychological consequences of high-stakes English language tests before and after the treatment
Item | Statement | M1 | M2 | T | P |
|---|---|---|---|---|---|
1 | Preparing for high-stake tests fosters the test-takers’ learning autonomy | 2.2 | 3.8 | 7.2 | 0.001 |
2 | Good performance on language tests increases the test takers’ passion for learning | 2.8 | 3.9 | 3.1 | 0.001 |
3 | Achievement on high-stake tests increases the test takers’ self-efficacy | 2.2 | 4.5 | 13.3 | 0.001 |
4 | Achievement on high-stake tests increases the test takers’ self-confidence | 2.3 | 3.8 | 8.3 | 0.001 |
5 | Achievement on high-stakes tests increases the test takers’ positive academic emotions (hope, joy, etc.) | 2.2 | 3.9 | 7.4 | 0.001 |
6 | Test scores might negatively affect the test takers’ mental health | 2.1 | 3.4 | 5.5 | 0.001 |
7 | Test scores might negatively affect the test takers’ test anxiety | 2.1 | 3.8 | 10.3 | 0.001 |
8 | Test scores might negatively affect the test takers’ foreign language anxiety | 1.7 | 3.2 | 8.4 | 0.001 |
9 | Test scores might negatively affect the test takers’ mental health | 2.2 | 3.8 | 8.41 | 0.001 |
10 | Performance on language tests might lead to the test takers’ academic burnout | 2.2 | 3.8 | 8.4 | 0.001 |
11 | Performance on language tests might increase the test takers’ negative emotions | 2.6 | 3.9 | 6.3 | 0.001 |
12 | Performance on language tests might decrease the test takers’ self-confidence | 2.1 | 3.8 | 10.5 | 0.001 |
Total | 27.7 | 47.3 | 17.8 | 0.001 |