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Ng, Ee Lynn
Preferred name
Ng, Ee Lynn
Email
eelynn.ng@nie.edu.sg
Department
Office of Education Research (OER)
Personal Site(s)
ORCID
24 results
Now showing 1 - 10 of 24
- PublicationOpen AccessTransitioning from kindergarten to primary school: Exploring the links between children’s self-regulation skills, socio-emotional competence and academic outcomes.(National Institute of Education (Singapore), 2021)
; ;Bull, Rebecca; Ang, Marlene229 329 - PublicationRestrictedTransitioning from kindergarten to primary school: Exploring the links between children’s self-regulation skills, socio-emotional competence, and academic outcomes(Office of Education Research, National Institute of Education, Singapore, 2024)
; ;Bull, Rebecca; Ang, MarleneThe transition to formal learning in primary school is an important developmental milestone. In comparison to the more informal setting in preschool classrooms, the primary school classroom typically imposes considerably greater expectations for children to direct and sustain their attention toward academic work. Given that learning in school occurs through social interactions, children who are able to regulate their emotions and maintain positive relationships with peers and teachers also adapt better to the new environment. Collectively, the cognitive and socio-emotional competencies that facilitate children’s transition to formal schooling are known as school readiness skills. Many studies have shown that these skills, including early academic skills, self-regulation skills and social competencies predict later school success.75 48 - PublicationOpen Access
102 139 - PublicationOpen AccessPredicting mathematical performance with working memory, language, intelligence, and home work measures(2004)
;Lee, Kerry ;Ng, Swee Fong192 156 - PublicationOpen AccessThe contribution of working memory to structural and procedural errors in algebraic problem solving(2004-08)
;Ng, Swee Fong ;Lee, Kerry; Lim, Zee Ying370 2340 - PublicationOpen AccessTest anxiety and children’s working memory task performance: Does trait or state anxiety matter more?This study examined the effect of trait test anxiety versus state anxiety on children's mental arithmetic task performance. Participants (N = 113; 11-year-olds) completed a mental arithmetic and memory recall task under high and low situational stress conditions. State anxiety was assessed using both self-report and physiological (i.e., cortisol) measures. Measures of task accuracy and accuracy/response time served as indicators of performance effectiveness and processing efficiency. The growth modelling approach was used to examine patterns of change in cortisol levels across time. The key finding of this study is that trait test anxiety has a direct and detrimental effect on working memory task performance. This effect was not mediated by state anxiety, regardless of whether the role of trait test anxiety was examined in conjunction with self-reported or physiological state anxiety. Our findings provide further evidence in support of attentional control theory.
WOS© Citations 9Scopus© Citations 9 193 368 - PublicationRestrictedEffects of test anxiety on working memory and mathematical performance(2013)This thesis investigated the interaction between cognition and emotion by examining the influence of test anxiety on 11-year-olds’ performance on working-memory-dependent tasks. The negative correlational relationship between test anxiety and task performance is well-established in the research literature. However, the mechanisms underlying this relationship, particularly in a child population, are not well-researched. Using the processing efficiency theory (PET) as my theoretical framework, I examined whether the negative effects of test anxiety on task performance are due to a temporary reduction in working memory resources. Three specific assumptions—derived from the PET framework—were tested. The first assumption is that test anxiety affects efficiency to a greater extent compared to effectiveness. The second assumption is that the adverse effects of test anxiety on efficiency increases as the task’s working memory load increases. The third assumption is that state test anxiety mediates the relationship between trait test anxiety and task performance. Over a series of three experiments, these assumptions were tested by comparing high and low trait test-anxious children’s task performance across varying levels of working memory load. All children performed the experimental task under high and low situational stress conditions.
The findings of this thesis were not fully consistent with the PET’s assumptions. First, in terms of the impact of trait test anxiety and working memory load on task performance, varying patterns of findings were observed in the current series of studies. In Study 1 and 3, adverse effects of trait test anxiety were found on efficiency (but not effectiveness) but the magnitude and pattern of these effects did not change as working memory load increased. In contrast, Study 2 revealed adverse effects of trait test anxiety on effectiveness as well as efficiency measures. Moderator effects of working memory load were also found on both measures of task performance. Second, the pattern of performance observed in Study 2 and 3 were inconsistent with the PET’s third assumption concerning the mediating role of state test anxiety. Findings from these two studies suggest that trait test anxiety has a direct effect on task performance.
Overall, my findings suggest that the PET may not be fully applicable to children. Based on the observed patterns of performance, I proposed that the direct effect of trait test anxiety on task performance is mediated by trait-anxiety-based worry and a domain-specific deficit in arithmetic skill. The current findings indicate that working memory load exerts a significant moderator effect under specific task conditions—limited encoding and/or processing time on task—which restricts the use of compensatory strategies to mitigate the negative impact of test anxiety. More generally, it was proposed that the applicability of the PET framework to test-anxious children may be limited by age-related differences in working memory capacity and general susceptibility to worry.215 49 - PublicationOpen AccessWork-related stress in pre-school teachers and methods of assessing stress: A literature reviewThis study aims to gather information that will contribute to the development of future studies aimed at investigating the impact of preschool teachers’ work-related stress on children’s learning in Singapore. To this end, the study has two objectives: to identify sources of work-related stress that are relevant to preschool teachers in Singapore and to identify measures that could be used to measure teacher stress in the local context.
773 1428 - PublicationOpen Access
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