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Roos AL, Goetz T, Krannich M, Donker M, Bieleke M, Caltabiano A, Mainhard T. Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 93 Suppl 1:72-89. [PMID: 35906734 DOI: 10.1111/bjep.12536] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 06/29/2022] [Accepted: 07/08/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). AIMS We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. SAMPLE The study comprised 50 eighth graders. METHODS Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. RESULTS Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. CONCLUSIONS Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed.
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Affiliation(s)
- Anna-Lena Roos
- University of Applied Sciences and Arts Northwestern Switzerland, FHNW, Olten, Switzerland
| | | | | | | | | | | | - Tim Mainhard
- Education and Child Studies, Leiden University, Leiden, The Netherlands
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2
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Mayer K, Krylova M, Alizadeh S, Jamalabadi H, van der Meer J, Vester JC, Naschold B, Schultz M, Walter M. Nx4 Reduced Susceptibility to Distraction in an Attention Modulation Task. Front Psychiatry 2021; 12:746215. [PMID: 34912250 PMCID: PMC8667722 DOI: 10.3389/fpsyt.2021.746215] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 10/20/2021] [Indexed: 11/16/2022] Open
Abstract
Background: Stress adversely affects the attentional focus, the active concentration on stimuli, and increases susceptibility to distraction. To experimentally explore the susceptibility to distraction, the Attention Modulation by Salience Task (AMST) is a validated paradigm measuring reaction times (RT) for processing auditory information while presenting task-irrelevant visual distractors of high or low salience. We extended the AMST by an emotional dimension of distractors and an EEG-based evaluation. We then investigated the effect of the stress-relieving medication Neurexan (Nx4) on the participants' susceptibility to distraction. Methods: Data from a randomized, placebo-controlled, crossover trial (NEURIM study; ClinicalTrials.gov: NCT02602275) were exploratively reanalyzed post-hoc. In this trial, 39 participants received a single dose of placebo or Nx4 immediately before the AMST. Participants had to discriminate two different tone modulations (ascending or descending) while simultaneously perceiving task-irrelevant pictures of different salience (high or low) or valence (negative or positive) as distractors. Using EEG recordings, RT and the event-related potential (ERP) components N1, N2, and N3 were analyzed as markers for susceptibility to distraction. Results: In the placebo condition, we could replicate the previously reported task effects of salient distractors with longer RT for high salient distractors on the behavioral level. On the electrophysiological level, we observed significantly increased amplitudes of the N2 and N3 ERP components for positive emotional pictures. In terms of drug effect, we found evidence that Nx4 reduced distractibility by emotional distractors. The effect was shown by significantly reduced amplitudes of N2 and N3 ERP components and reduced RT for the positive valence domain under Nx4 compared to placebo. The Nx4 effects on RT and ERP components also showed a significant correlation. Conclusion: Emotional distractors in addition to the previously used salience distractors and the EEG based evaluation of ERPs valuably complement the AMST. Salient distractors were affecting attentional processes earlier, while valent distractors show modulatory effects later. Our results suggest that Nx4 has beneficial effects on attention by inhibiting the effect of task-irrelevant information and reducing susceptibility to emotionally distracting stimuli. The observation of a beneficial impact of Nx4 on attention regulation is supportive of Nx4's claim as a stress-relieving medication.
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Affiliation(s)
- Kathrin Mayer
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Marina Krylova
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany.,Department of Psychiatry and Psychotherapy, Jena University Hospital, Jena, Germany
| | - Sarah Alizadeh
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany.,Department of Psychiatry and Psychotherapy, Jena University Hospital, Jena, Germany
| | - Hamidreza Jamalabadi
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany.,Department of Psychiatry and Psychotherapy, Philipps-Universität Marburg, Marburg, Germany
| | - Johan van der Meer
- Department of Radiology and Nuclear Medicine, Amsterdam University Medical Center, Amsterdam, Netherlands
| | | | | | - Myron Schultz
- Biologische Heilmittel Heel GmbH, Baden-Baden, Germany
| | - Martin Walter
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany.,Department of Psychiatry and Psychotherapy, Jena University Hospital, Jena, Germany
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3
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Roos AL, Goetz T, Krannich M, Jarrell A, Donker M, Mainhard T. Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance. ANXIETY STRESS AND COPING 2020; 34:279-298. [PMID: 33228386 DOI: 10.1080/10615806.2020.1850700] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
BACKGROUND AND OBJECTIVES Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures. METHODS The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam. RESULTS As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance. CONCLUSION Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.
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Affiliation(s)
- Anna-Lena Roos
- Institute for Research and Development of Collaborative Processes, School of Applied Psychology, University of Applied Sciences and Arts Northwestern Switzerland FHNW, Olten, Switzerland
| | - Thomas Goetz
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Maike Krannich
- Teaching and Educational Technology, Institute of Education, University of Zurich, Zurich, Switzerland
| | - Amanda Jarrell
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
| | - Monika Donker
- Department of Education, Utrecht University, Utrecht, the Netherlands
| | - Tim Mainhard
- Department of Education, Utrecht University, Utrecht, the Netherlands
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Hyseni Duraku Z, Hoxha L. Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance. Health Psychol Open 2018; 5:2055102918799963. [PMID: 30225094 PMCID: PMC6136113 DOI: 10.1177/2055102918799963] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The purpose of this article is to assess the association of test anxiety and
academic performance with study skills, coping mechanism, self-concept,
self-esteem, and psychological distress among university and high school
students. A series of validated measures were administered to 284 Kosovar
students, most of whom were in college (60.3%). Being in college and social
support resulted as protective factors for test anxiety. Better study skills,
self-concept, and psychological distress were indicative of higher test anxiety.
Higher levels of self-esteem were associated with higher student success.
Practical implications and research future directions have also been
discussed.
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Affiliation(s)
| | - Linda Hoxha
- University of Prishtina, Hasan Prishtina, Republic of Kosovo
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5
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Wentzel KR, Jablansky S, Scalise NR. Do Friendships Afford Academic Benefits? A Meta-analytic Study. EDUCATIONAL PSYCHOLOGY REVIEW 2018. [DOI: 10.1007/s10648-018-9447-5] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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6
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Zwettler C, Reiss N, Rohrmann S, Warnecke I, Luka-Krausgrill U, van Dick R. The relation between social identity and test anxiety in university students. Health Psychol Open 2018; 5:2055102918785415. [PMID: 30083369 PMCID: PMC6069033 DOI: 10.1177/2055102918785415] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Social identification has been shown to be a protective resource for mental health. In this study, the relationships between social identification and emotional, as well as cognitive symptoms of test anxiety are investigated. Participants were university students diagnosed with test anxiety (N = 108). They completed questionnaires regarding a range of psychopathologic stress symptoms, and their social identification with fellow students and with their study program. Results reveal negative relations between social identification and almost all investigated emotional and cognitive symptoms of test anxiety. Based on this study, interventions could be developed that strengthen the social identity of university students.
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Affiliation(s)
| | | | | | | | | | - Rolf van Dick
- Goethe University, Germany.,Work Research Institute (AFI), Norway
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Boskovic I, Biermans AJ, Merten T, Jelicic M, Hope L, Merckelbach H. The Modified Stroop Task Is Susceptible to Feigning: Stroop Performance and Symptom Over-endorsement in Feigned Test Anxiety. Front Psychol 2018; 9:1195. [PMID: 30050491 PMCID: PMC6050504 DOI: 10.3389/fpsyg.2018.01195] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Accepted: 06/20/2018] [Indexed: 11/13/2022] Open
Abstract
Some researchers argue that the modified Stroop task (MST) can be employed to rule out feigning. According to these authors, modified Stroop interference effects are beyond conscious control and therefore indicative of genuine psychopathology. We examined this assumption using a within-subject design. In the first session, students (N = 22) responded honestly, while in the second session they were asked to read a vignette about test anxiety and then fake this condition. During both sessions, we administered an MST consisting of neutral, anxiety-related, and test anxiety-related words. Participants also completed the Self-Report Symptom Inventory (SRSI; Merten et al., 2016) that focuses on over-reporting of pseudosymptoms. Our feigning instructions were successful in that students succeeded in generating the typical MST effect by providing longer response latencies on anxiety related (r = 0.43) and test anxiety-related (r = 0.31) words, compared with neutral words. Furthermore, students endorsed significantly more pseudosymptoms on the SRSI (r = 0.62) in the feigning session than in the honest control condition. We conclude that the MST effect is not immune to feigning tendencies, while the SRSI provides promising results that require future research.
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Affiliation(s)
- Irena Boskovic
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands.,Department of Neurology, Vivantes Klinikum im Friedrichshain, Berlin, Germany
| | - Anita J Biermans
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Thomas Merten
- Department of Neurology, Vivantes Klinikum im Friedrichshain, Berlin, Germany
| | - Marko Jelicic
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Lorraine Hope
- Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom
| | - Harald Merckelbach
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
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8
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Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.07.001] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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9
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A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. CHILD & YOUTH CARE FORUM 2016. [DOI: 10.1007/s10566-016-9362-1] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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10
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Schwartz SM, Evans C, Agur AMR. Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests. ANATOMICAL SCIENCES EDUCATION 2015; 8:518-524. [PMID: 25516337 DOI: 10.1002/ase.1508] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2014] [Revised: 11/12/2014] [Accepted: 11/13/2014] [Indexed: 06/04/2023]
Abstract
Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State-Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t-tests. Eighty-one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P < 0.001). Students who were unsuccessful on the timed test showed the greatest improvement on the untimed test ( x¯ = 20.4 ±10%). Eighty-three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula.
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Affiliation(s)
- Sarah M Schwartz
- The Salvation Army Toronto Grace Health Centre, Toronto, Ontario, Canada
| | - Cathy Evans
- Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Anne M R Agur
- Department of Surgery, Division of Anatomy, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
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12
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Psychopathological Factors that can Influence Academic Achievement in early Adolescence: a Three-Year Prospective Study. SPANISH JOURNAL OF PSYCHOLOGY 2014; 17:E100. [DOI: 10.1017/sjp.2014.100] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractThis three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children’s Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = –.130, p = .001; phase 1 + phase 2 B = –.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = –1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.
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Fernández-Castillo A, Caurcel MJ. State test-anxiety, selective attention and concentration in university students. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2014; 50:265-71. [PMID: 25104475 DOI: 10.1002/ijop.12092] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2014] [Revised: 06/30/2014] [Accepted: 06/30/2014] [Indexed: 11/06/2022]
Abstract
The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first-year undergraduates, 118 were second to fourth-year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State-Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over-activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams.
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Affiliation(s)
| | - María J Caurcel
- Department of Developmental and Educational Psychology, University of Granada, Spain
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Kyllonen PC, Lipnevich AA, Burrus J, Roberts RD. Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development. ACTA ACUST UNITED AC 2014. [DOI: 10.1002/ets2.12004] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Abstract
Test anxiety is an incapacitating academic syndrome. This study shows that administration of a polyunsaturated fatty acid mixture of omega-3 and -6 can improve the behavioral variables associated with this type of anxiety, i.e. appetite, mood, mental concentration, fatigue, academic organization and poor sleep, as well as lowering elevated cortisol level, with a corresponding reduction of anxiety.
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Affiliation(s)
- Shlomo Yehuda
- Department of Psychology and Gonda Brain Research Center, Psychopharmacology Laboratory, Bar Ilan University, Ramat Gan, Israel.
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Law R, Groome D, Thorn L, Potts R, Buchanan T. The relationship between retrieval-induced forgetting, anxiety, and personality. ANXIETY STRESS AND COPING 2012; 25:711-8. [DOI: 10.1080/10615806.2011.630070] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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Polyunsaturated fatty acids as putative cognitive enhancers. Med Hypotheses 2012; 79:456-61. [PMID: 22800804 DOI: 10.1016/j.mehy.2012.06.021] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2012] [Accepted: 06/21/2012] [Indexed: 01/03/2023]
Abstract
Polyunsaturated essential fatty acids (PUFAs) play a pivotal role in mediating cognitive, learning, and memory functions. We propose that PUFAs directly affect the neuronal membrane. PUFAs serve to stabilize and protect the structure and functions of the neuronal membrane. PUFAs exert many effects on the brain with respect to physiology, brain biochemistry, and disorders of the central nervous system. Many of these functions have effects at the cognitive level. This summary demonstrates that a deficiency in brain PUFAs will lead to cognitive deficits, while supplementation of PUFAs can rehabilitate cognitive deficits, as manifested in attention deficit hyperactivity disorder, stress/anxiety, and aging.
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van Wijk CH. Assessing tactile perception: effects of different visual barriers on performance. Percept Mot Skills 2012; 113:921-8. [PMID: 22403935 DOI: 10.2466/03.24.pms.113.6.921-928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Blindfolding candidates when testing their tactile performance may increase their anxiety. This study examined whether different visual barriers would influence tactile performance on timed tasks. It was hypothesised that candidates using a blindfold would be more anxious, but that they would benefit by the potentially positive effects of arousal on performance and not differ from candidates using a screen to limit visual access to task material. 200 participants (ages 19 to 30 years), randomly assigned to the two conditions, completed a tactile perception task, as well as an anxiety scale. In contrast to the expected outcome, the screen sample took significantly longer to complete the task. This was hypothesised to be the result of increased distraction given competing cross-modal attentional demands and the consequent visual and tactile attention switching. Practitioners may need to consider the influences of visual interference when assessing tactile performance.
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van Wijk CH. Self-Reported Generalised Anxiety and Psychomotor Test Performance in Healthy South Africans. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2012. [DOI: 10.1177/008124631204200102] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Tests like the Grooved Pegboard may have specific value in South Africa in the context of screening for HIV-associated neurocognitive disorders. However, there are inconsistent findings on the relationship between self-reported anxiety and neuropsychological performance in healthy adults, and in particular on tests of psychomotor functions such as the Form Board and Grooved Pegboard. Given the potential value, it is important to clarify the relationship between self-reported anxiety and performance on psychomotor tests among South African samples. Two studies are presented here. One sample of 170 young adults (19–30 years) completed the Form Board and Grooved Pegboard, after completing an anxiety scale. A second sample of 1,056 healthy adults (19–49 years) completed the Grooved Pegboard only after completing an anxiety scale. Age, gender, and education have previously been found to confound performance on these tests, and they were thus entered into a Multiple Regression Analysis, together with anxiety. In the first study, anxiety did not contribute significantly to performance variance. In the second study, both gender and anxiety did contribute significantly, and separate gender group regressions were thus done. Anxiety did not have a negative influence on performance in the female group, but it did contribute significantly to reducing performance in the male group. In review of these findings, this study cautions that anxiety may confound psychomotor test performance, and that clinicians need to be aware of its potential influence.
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Owens M, Stevenson J, Hadwin JA, Norgate R. Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. SCHOOL PSYCHOLOGY INTERNATIONAL 2012. [DOI: 10.1177/0143034311427433] [Citation(s) in RCA: 212] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Anxiety and depression are linked to lower academic performance. It is proposed that academic performance is reduced in young people with high levels of anxiety or depression as a function of increased test-specific worry that impinges on working memory central executive processes. Participants were typically developing children (12 to 13-years-old) from two UK schools. The study investigated the relationship between negative affect, worry, working memory, and academic performance using self-report questionnaires, school administered academic test data, and a battery of computerized working memory tasks. Higher levels of anxiety and depression were associated with lower academic performance. There was support for a mediation hypothesis, where worry and central executive processes mediated the link between negative affect and academic performance. Further studies should test these hypotheses in larger longitudinal samples. Implications for school psychology practice and interventions in schools are discussed.
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Roughan L, Hadwin JA. The impact of working memory training in young people with social, emotional and behavioural difficulties. LEARNING AND INDIVIDUAL DIFFERENCES 2011. [DOI: 10.1016/j.lindif.2011.07.011] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Putwain D, Symes W. Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? LEARNING AND INDIVIDUAL DIFFERENCES 2011. [DOI: 10.1016/j.lindif.2010.11.022] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Putwain DW, Symes W. Achievement goals as mediators of the relationship between competence beliefs and test anxiety. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 82:207-24. [DOI: 10.1111/j.2044-8279.2011.02021.x] [Citation(s) in RCA: 50] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Putwain DW, Woods KA, Symes W. Personal and situational predictors of test anxiety of students in post-compulsory education. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 80:137-60. [DOI: 10.1348/000709909x466082] [Citation(s) in RCA: 93] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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26
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Putwain DW. Test anxiety and GCSE performance: the effect of gender and socio‐economic background. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2008. [DOI: 10.1080/02667360802488765] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Yongrae Cho. The Role of Metacognition in Test Anxiety above and beyond Depression, Perfectionistic Concerns over Mistakes, Study Skills, and Academic Self-Efficacy. ACTA ACUST UNITED AC 2008. [DOI: 10.15842/kjcp.2008.27.3.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Reeve CL, Bonaccio S, Charles JE. A policy-capturing study of the contextual antecedents of test anxiety. PERSONALITY AND INDIVIDUAL DIFFERENCES 2008. [DOI: 10.1016/j.paid.2008.04.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Affiliation(s)
- David William Putwain
- a Department of Social and Psychological Sciences , Edge Hill University , Ormskirk, UK
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Putwain DW. Test anxiety in UK schoolchildren: prevalence and demographic patterns. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2007; 77:579-93. [PMID: 17908376 DOI: 10.1348/000709906x161704] [Citation(s) in RCA: 84] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
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.
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Affiliation(s)
- David W Putwain
- Educational Support and Inclusion, The School of Education, The University of Manchester, UK.
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Keogh E, Bond FW, Flaxman PE. Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change. Behav Res Ther 2006; 44:339-57. [PMID: 15890314 DOI: 10.1016/j.brat.2005.03.002] [Citation(s) in RCA: 46] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2004] [Revised: 02/01/2005] [Accepted: 03/02/2005] [Indexed: 10/25/2022]
Abstract
Two hundred and nine pupils were randomly allocated to either a cognitive behaviourally based stress management intervention (SMI) group, or a non-intervention control group. Mood and motivation measures were administered pre and post intervention. Standardized examinations were taken 8-10 weeks later. As hypothesized, results indicated that an increase in the functionality of pupils' cognitions served as the mechanism by which mental health improved in the SMI group. In contrast, the control group demonstrated no such improvements. Also, as predicted, an increase in motivation accounted for the SMI group's significantly better performance on the standardized, academic assessments that comprise the United Kingdom's General Certificate of Secondary Education. Indeed, the magnitude of this enhanced performance was, on average, one-letter grade. Discussion focuses on the theoretical and practical implications of these findings.
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Affiliation(s)
- Edmund Keogh
- Department of Psychology, University of Bath, Bath, BA2 7AY, UK.
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