The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample
One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly m...
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| Veröffentlicht in: | Hispanic journal of behavioral sciences 2011-05, Vol.33 (2), p.261-277 |
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| container_end_page | 277 |
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| container_title | Hispanic journal of behavioral sciences |
| container_volume | 33 |
| creator | Rich, John D. Fullard, William Overton, Willis |
| description | One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use falsification strategies. Test anxiety was not related to reasoning performance. These results are discussed in terms of developmental theories of deductive reasoning. Negative correlations between deductive reasoning and standardized test scores for 11th graders are discussed in light of accountability standards required by the No Child Left Behind Act. |
| doi_str_mv | 10.1177/0739986311404020 |
| format | Article |
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As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use falsification strategies. Test anxiety was not related to reasoning performance. These results are discussed in terms of developmental theories of deductive reasoning. 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Negative correlations between deductive reasoning and standardized test scores for 11th graders are discussed in light of accountability standards required by the No Child Left Behind Act.</description><subject>Ability tests</subject><subject>Accountability</subject><subject>Achievement Tests</subject><subject>Adolescents</subject><subject>Age Differences</subject><subject>Anxiety</subject><subject>Children</subject><subject>Correlation</subject><subject>Deduction</subject><subject>Error Patterns</subject><subject>Falsification</subject><subject>Federal Legislation</subject><subject>Grade 11</subject><subject>Grade 7</subject><subject>Grade 9</subject><subject>Hispanic American Students</subject><subject>Hispanic Americans</subject><subject>Logical Thinking</subject><subject>No Child Left Behind Act 2001</subject><subject>No Child Left Behind Act 2001-US</subject><subject>Pennsylvania</subject><subject>Prediction</subject><subject>Scores</subject><subject>Standardized Tests</subject><subject>Students</subject><subject>Test Anxiety</subject><issn>0739-9863</issn><issn>1552-6364</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNp1kc9LwzAUx4MoOH_cPXgIePBiNT_aND1Onb8YCG6eS5q8bhldOpNOnX-9LRWRgZcXHp_P--bBQ-iEkktK0_SKpDzLpOCUxiQmjOygAU0SFgku4l006HDU8X10EMKCEMISyQcoTOeAX6BSja1dmNsVvobmA8DhWzBr3dj3DqtQO-tmeFjYyjabCzyF0OCh-7TQdcoZPGnaqryxX2B6PNG1h4CtwwqP23xX44lario4QnulqgIc_7yH6PVuNL15iMbP9483w3GkuWBNJJSgUhJV6pgJA4SUImapSXQhdApxoXRZZIk0IJkuMyO5iTktFEhaSMNZwQ_ReZ-78vXbul0pX9qgoaqUg3odcinThFBORWuebZmLeu1du1xOMyZpJpOEtxbpLe3rEDyU-crbpfKbnJK8O0K-fYR25LQfAW_1rz56yhjPKGtx1OOgZvDnz__ivgHR-o_1</recordid><startdate>201105</startdate><enddate>201105</enddate><creator>Rich, John D.</creator><creator>Fullard, William</creator><creator>Overton, Willis</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>NAPCQ</scope><scope>WZK</scope></search><sort><creationdate>201105</creationdate><title>The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample</title><author>Rich, John D. ; Fullard, William ; Overton, Willis</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c362t-6a61880afc426de00f6427d5cb6c7e4bacfb958de82cf9d83d431bae81b8d32b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Ability tests</topic><topic>Accountability</topic><topic>Achievement Tests</topic><topic>Adolescents</topic><topic>Age Differences</topic><topic>Anxiety</topic><topic>Children</topic><topic>Correlation</topic><topic>Deduction</topic><topic>Error Patterns</topic><topic>Falsification</topic><topic>Federal Legislation</topic><topic>Grade 11</topic><topic>Grade 7</topic><topic>Grade 9</topic><topic>Hispanic American Students</topic><topic>Hispanic Americans</topic><topic>Logical Thinking</topic><topic>No Child Left Behind Act 2001</topic><topic>No Child Left Behind Act 2001-US</topic><topic>Pennsylvania</topic><topic>Prediction</topic><topic>Scores</topic><topic>Standardized Tests</topic><topic>Students</topic><topic>Test Anxiety</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rich, John D.</creatorcontrib><creatorcontrib>Fullard, William</creatorcontrib><creatorcontrib>Overton, Willis</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Nursing & Allied Health Premium</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Hispanic journal of behavioral sciences</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rich, John D.</au><au>Fullard, William</au><au>Overton, Willis</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ923912</ericid><atitle>The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample</atitle><jtitle>Hispanic journal of behavioral sciences</jtitle><date>2011-05</date><risdate>2011</risdate><volume>33</volume><issue>2</issue><spage>261</spage><epage>277</epage><pages>261-277</pages><issn>0739-9863</issn><eissn>1552-6364</eissn><coden>HJBSEZ</coden><abstract>One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. 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| fulltext | fulltext |
| identifier | ISSN: 0739-9863 |
| ispartof | Hispanic journal of behavioral sciences, 2011-05, Vol.33 (2), p.261-277 |
| issn | 0739-9863 1552-6364 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_887501316 |
| source | Sociological Abstracts; SAGE Complete A-Z List |
| subjects | Ability tests Accountability Achievement Tests Adolescents Age Differences Anxiety Children Correlation Deduction Error Patterns Falsification Federal Legislation Grade 11 Grade 7 Grade 9 Hispanic American Students Hispanic Americans Logical Thinking No Child Left Behind Act 2001 No Child Left Behind Act 2001-US Pennsylvania Prediction Scores Standardized Tests Students Test Anxiety |
| title | The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample |
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