Formative assessment and academic stress in university students: A correlational study
DOI:
https://doi.org/10.5281/zenodo.23756050Keywords:
formative assessment, academic stress, higher educationAbstract
In the university setting, high academic demands can lead to academic stress (AS), particularly when learning and assessment processes are not implemented effectively. Therefore, it is important to examine how formative assessment (FA) may influence the student experience. In this context, the study aimed to determine the relationship between AS and FA among university students. This was a basic, quantitative study, relational in nature, with an observational, cross-sectional, and correlational design. The study population consisted of 390 students enrolled in odd-numbered semesters of the Primary Education program. Data were collected using two Likert-type scales: one containing 27 items on FA and another with 20 items on AS. Both instruments were validated through expert judgment, and their reliability was established using Cronbach’s alpha coefficient. The results revealed a significant inverse relationship between the two variables (ρ = -0.592; p < 0.001). Furthermore, significant inverse associations were identified between AS and the dimensions of FA: self-assessment (ρ = -0.581; p < 0.001), peer assessment (ρ = -0.520; p < 0.001), and shared assessment (ρ = -0.575; p < 0.001). Consequently, it is concluded that as levels of formative assessment increase, levels of academic stress among university students tend to decrease.
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