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David W Putwain - One of the best experts on this subject based on the ideXlab platform.
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achievement goals as mediators of the relationship between competence beliefs and Test Anxiety
British Journal of Educational Psychology, 2012Co-Authors: David W Putwain, Wendy SymesAbstract:Background. Previous work suggests that the expectation of failure is related to higher Test Anxiety and achievement goals grounded in a fear of failure. Aim. To Test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and Test Anxiety is mediated by achievement goal orientations. Sample. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Results. Competence beliefs were inversely related to the worry and tension components of Test Anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. Conclusion. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and Test Anxiety.
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personal and situational predictors of Test Anxiety of students in post compulsory education
British Journal of Educational Psychology, 2010Co-Authors: David W Putwain, Kevin Woods, Wendy SymesAbstract:Background Recent models of evaluation Anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of Test Anxiety, but do not theorize a route for situational influences. Aim To investigate the relationship between Test Anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals. Sample One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology. Method Self-report data were collected for Test Anxiety, personal achievement goals, academic self-concept, perceived Test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses. Results The relationship between Test Anxiety and personal knowledge beliefs differed for the various components of Test Anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and Test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal. Conclusion Findings provide partial support for the self-regulatory model of Test Anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between Test Anxiety and achievement goals.
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is the relationship between competence beliefs and Test Anxiety influenced by goal orientation
Learning and Individual Differences, 2010Co-Authors: David W Putwain, Rachel Anne DanielsAbstract:The study described here aimed to examine the relations between Test Anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and Test Anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for Test Anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils.
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do cognitive distortions mediate the Test Anxiety examination performance relationship
Educational Psychology, 2010Co-Authors: David W Putwain, Liz Connors, Wendy SymesAbstract:The aim of this study was to follow up exploratory research suggesting that the inverse relationship between Test Anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self‐report data for measures of Test Anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of Test Anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of Anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which Test Anxiety interventions may target.
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Test Anxiety in uk schoolchildren prevalence and demographic patterns
British Journal of Educational Psychology, 2007Co-Authors: David W PutwainAbstract:Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for Test Anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for Test Anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren. Aim. To collect some exploratory data regarding Test Anxiety scores in a sample of UK schoolchildren, along with socio-demographic variables identified in the existing literature as theoretically significant sources of individual and group differences in Test Anxiety scores. Sample. Key Stage 4 students (1348): 690 students in the Year 10 cohort and 658 students in the Year 11 cohort, drawn from seven secondary schools in the North of the UK. Method. Data on Test Anxiety were collected using a self-report questionnaire, the Test Anxiety Inventory (Spielberger, 1980) and additional demographic variables through the Student Profile Questionnaire. The factor structure of the Test Anxiety Inventory was explored using principal components analysis and multiple regression analysis used to predict variance in self-reported Test Anxiety scores from individual and group variables. Results. The principal components analysis extracted two factors, worry and emotionality, in line with theoretical predictions. Gender, ethnic and socio-economic background were identified as significant predictors of variance in Test Anxiety scores in this dataset. Whether English was an additional, or native, language of students did not predict variance in Test Anxiety scores and year group was identified as a predictor of emotionality scores only. Conclusion. Variance in the Test Anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of Test Anxiety in a UK context.
Jerrell C Cassady - One of the best experts on this subject based on the ideXlab platform.
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the influence of emotional intelligence cognitive Test Anxiety and coping strategies on undergraduate academic performance
Learning and Individual Differences, 2017Co-Authors: Christopher L Thomas, Jerrell C Cassady, Monica L HellerAbstract:Abstract This study explored factors with the potential to exert facilitative and debilitative influence on undergraduate students' academic performance. Participants responded to the Schutte Emotional Intelligence Scale, COPE inventory, and Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with institutional performance data. Analyses Tested the iterative and collective influence of the identified variables on four-year GPA after controlling for previous academic performance (first-year GPA). The examination revealed cognitive Test Anxiety and use of emotion-focused coping strategies were significant predictors of students' long-term academic outcomes such that increased cognitive Test Anxiety and increased use of emotion-focused coping strategies were associated with decreases in four-year GPA. The results inform the nature of the influence these student factors have on long-term academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotion regulation and self-regulation skill development to buffer the impact of cognitive Test Anxiety on achievement.
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the influence of cognitive Test Anxiety across the learning Testing cycle
Learning and Instruction, 2004Co-Authors: Jerrell C CassadyAbstract:Abstract This study Tested the hypothesized negative impact of cognitive Test Anxiety in the Test preparation, performance, and reflection phases. Data available from the participants ( n = 124) included Test Anxiety, study skills, perceived threat of Tests, and performance attributions. Preparation phase data revealed, compared to their counterparts, that students with high-cognitive Test Anxiety reported lower study skills ( d = 0.83), rated Tests as more threatening ( d = 1.18), and prepared less effective Test notes. Performance phase effects revealed that the high-Anxiety group performed worse on Tests ( d = 0.96) and reported higher levels of emotionality ( d = 1.42). Test reflection phase reports demonstrated a relationship between cognitive Test Anxiety and helplessness attributions. The results are interpreted through a process model, proposing that cognitive Test Anxiety is associated with detrimental perceptions and behaviors in all phases of the learning–Testing cycle.
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cognitive Test Anxiety and academic performance
Contemporary Educational Psychology, 2002Co-Authors: Jerrell C Cassady, Ronald E. JohnsonAbstract:A new measure that focused explicitly on the cognitive dimension of Test Anxiety was introduced and examined for psychometric quality as compared to existing measures of Test Anxiety. The new scale was found to be a reliable and valid measure of cognitive Test Anxiety. The impact of cognitive Test Anxiety as well as emotionality and Test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive Test Anxiety were associated with significantly lower Test scores on each of the three course examinations. High levels of cognitive Test Anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive Test Anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of Test Anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of Test Anxiety and support the conclusion that cognitive Test Anxiety exerts a significant stable and negative impact on academic performance measures.
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cognitive Test Anxiety and academic performance
Contemporary Educational Psychology, 2002Co-Authors: Jerrell C Cassady, Ronald E. JohnsonAbstract:A new measure that focused explicitly on the cognitive dimension of Test Anxiety was introduced and examined for psychometric quality as compared to existing measures of Test Anxiety. The new scale was found to be a reliable and valid measure of cognitive Test Anxiety. The impact of cognitive Test Anxiety as well as emotionality and Test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive Test Anxiety were associated with significantly lower Test scores on each of the three course examinations. High levels of cognitive Test Anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive Test Anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of Test Anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of Test Anxiety and support the conclusion that cognitive Test Anxiety exerts a significant stable and negative impact on academic performance measures.
Wendy Symes - One of the best experts on this subject based on the ideXlab platform.
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achievement goals as mediators of the relationship between competence beliefs and Test Anxiety
British Journal of Educational Psychology, 2012Co-Authors: David W Putwain, Wendy SymesAbstract:Background. Previous work suggests that the expectation of failure is related to higher Test Anxiety and achievement goals grounded in a fear of failure. Aim. To Test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and Test Anxiety is mediated by achievement goal orientations. Sample. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Results. Competence beliefs were inversely related to the worry and tension components of Test Anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. Conclusion. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and Test Anxiety.
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personal and situational predictors of Test Anxiety of students in post compulsory education
British Journal of Educational Psychology, 2010Co-Authors: David W Putwain, Kevin Woods, Wendy SymesAbstract:Background Recent models of evaluation Anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of Test Anxiety, but do not theorize a route for situational influences. Aim To investigate the relationship between Test Anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals. Sample One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology. Method Self-report data were collected for Test Anxiety, personal achievement goals, academic self-concept, perceived Test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses. Results The relationship between Test Anxiety and personal knowledge beliefs differed for the various components of Test Anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and Test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal. Conclusion Findings provide partial support for the self-regulatory model of Test Anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between Test Anxiety and achievement goals.
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do cognitive distortions mediate the Test Anxiety examination performance relationship
Educational Psychology, 2010Co-Authors: David W Putwain, Liz Connors, Wendy SymesAbstract:The aim of this study was to follow up exploratory research suggesting that the inverse relationship between Test Anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self‐report data for measures of Test Anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of Test Anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of Anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which Test Anxiety interventions may target.
Linda Wirthwein - One of the best experts on this subject based on the ideXlab platform.
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subjective well being Test Anxiety academic achievement Testing for reciprocal effects
Frontiers in Psychology, 2016Co-Authors: Ricarda Steinmayr, Julia Crede, Nele Mcelvany, Linda WirthweinAbstract:In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and Test Anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and Test Anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and Test Anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of Test Anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and Test Anxiety on adolescents' SWB are discussed with regard to potential underlying processes.
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subjective well being Test Anxiety academic achievement Testing for reciprocal effects
Frontiers in Psychology, 2016Co-Authors: Ricarda Steinmayr, Julia Crede, Nele Mcelvany, Linda WirthweinAbstract:In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and Test Anxiety is however still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and Test Anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and Test Anxiety in the time span of one year. Grade Point Average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of Test Anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and Test Anxiety on adolescents’ SWB are discussed with regard to potential underlying processes.
Ronald E. Johnson - One of the best experts on this subject based on the ideXlab platform.
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cognitive Test Anxiety and academic performance
Contemporary Educational Psychology, 2002Co-Authors: Jerrell C Cassady, Ronald E. JohnsonAbstract:A new measure that focused explicitly on the cognitive dimension of Test Anxiety was introduced and examined for psychometric quality as compared to existing measures of Test Anxiety. The new scale was found to be a reliable and valid measure of cognitive Test Anxiety. The impact of cognitive Test Anxiety as well as emotionality and Test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive Test Anxiety were associated with significantly lower Test scores on each of the three course examinations. High levels of cognitive Test Anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive Test Anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of Test Anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of Test Anxiety and support the conclusion that cognitive Test Anxiety exerts a significant stable and negative impact on academic performance measures.
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cognitive Test Anxiety and academic performance
Contemporary Educational Psychology, 2002Co-Authors: Jerrell C Cassady, Ronald E. JohnsonAbstract:A new measure that focused explicitly on the cognitive dimension of Test Anxiety was introduced and examined for psychometric quality as compared to existing measures of Test Anxiety. The new scale was found to be a reliable and valid measure of cognitive Test Anxiety. The impact of cognitive Test Anxiety as well as emotionality and Test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive Test Anxiety were associated with significantly lower Test scores on each of the three course examinations. High levels of cognitive Test Anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive Test Anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of Test Anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of Test Anxiety and support the conclusion that cognitive Test Anxiety exerts a significant stable and negative impact on academic performance measures.
