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Feige P, Watermann R. Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys. J Youth Adolesc 2024:10.1007/s10964-024-02053-z. [PMID: 39020217 DOI: 10.1007/s10964-024-02053-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 07/06/2024] [Indexed: 07/19/2024]
Abstract
Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls' and boys' test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls' and boys' test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (Mage = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls' test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school.
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Affiliation(s)
- Paulina Feige
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.
| | - Rainer Watermann
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
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2
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Thomson CJ, Lesser IA, Hatfield GL. Psychological and physiological effects of an acute bout of yoga before a simulated academic exam in university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-11. [PMID: 38330344 DOI: 10.1080/07448481.2024.2308267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 01/10/2024] [Indexed: 02/10/2024]
Abstract
Objective: Test anxiety is common among nursing students. Yoga is one form of physical activity which may be beneficial for pretest anxiety. Participants: Thirteen undergraduate students (85% nursing majors, 15% awaiting program entry, 20 ± 4.9 years of age) completed the crossover design study. Methods: Participants completed a yoga or control intervention (independent quiet study) on opposing testing days. At three time points, participants provided ratings of anxiety (visual analog scales), saliva samples for cortisol and alpha amylase, and seated heart rate variability (HRV, time and frequency domains) was recorded. Results: Yoga prior to a simulated exam had a positive impact on subjective measures of stress but did not positively impact cortisol or HRV compared to the control condition. Conclusions: There may be benefits to participating in 30 min of moderate intensity yoga for reduced perception of stress before a scholarly examination. Further research regarding the impacts of acute yoga on physiological measures of HRV and/or cortisol are warranted.
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Affiliation(s)
| | - Iris A Lesser
- School of Kinesiology, University of the Fraser Valley, Canada
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Perez-Aranda J, Medina-Claros S, Urrestarazu-Capellán R. Effects of a collaborative and gamified online learning methodology on class and test emotions. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-33. [PMID: 37361848 PMCID: PMC10206348 DOI: 10.1007/s10639-023-11879-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Accepted: 05/04/2023] [Indexed: 06/28/2023]
Abstract
This study examines the influence of students' individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students' online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students' individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students' emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students' attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.
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Affiliation(s)
- Javier Perez-Aranda
- Department of Economics and Business Management, University of Malaga, Campus El Ejido, E-29071 Malaga, Spain
| | - Samuel Medina-Claros
- Department of Applied Economics (Public Finance, Economic Policy and Political Economy), University of Malaga, Campus El Ejido, E-29071 Malaga, Spain
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Lim ML, Chue KL. Academic resilience and test anxiety: The moderating role of achievement goals. SCHOOL PSYCHOLOGY INTERNATIONAL 2023. [DOI: 10.1177/01430343231162876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
Abstract
The present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience and test anxiety among 1632 secondary one students from eight secondary schools in Singapore. Results showed that students who reported lower levels of academic resilience also reported higher levels of cognitive test anxiety, and those who reported higher levels of avoidance-goal endorsement reported higher levels of cognitive test anxiety. Importantly, the relationship between academic resilience and test anxiety was moderated by avoidance-based goals endorsement level. Specifically, this relationship was stronger for those who endorsed higher levels of avoidance-based goals. Approach-based achievement goals did not significantly interact with academic resilience to influence test anxiety. Implications of the findings are discussed.
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Affiliation(s)
- May Li Lim
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Kah Loong Chue
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Tan SH, Pang JS. Test Anxiety: An Integration of the Test Anxiety and Achievement Motivation Research Traditions. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09737-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Möcklinghoff S, Rapoport O, Heckel C, Messerschmidt-Grandi C, Ringeisen T. Relationships between achievement goal orientations, multidimensional test anxiety, and performance – In conclusion, every facet counts. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2023.102269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
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7
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A multilevel person-centered examination of students' learning anxiety and its relationship with student background and school factors. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2022.102253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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8
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Baytemir K. Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221122387] [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
Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determining the predictive role of parental exam anxiety with irrational beliefs and perfectionism in explaining students’ exam anxiety. Methods: The study included a total of 1006 participants, students (N = 503 (58%) female and (42%) male) and parents (N = 503 (65%) female and (35%) male) of these students. The Test Anxiety Inventory, Exam Anxiety Scale for Parents, The Irrational Beliefs Scale for Adolescence, and Frost Multidimensional Perfectionism Scale were used as data collection instruments for this study. Results: The regression analyses indicated that exam anxiety in students was significantly predicted by the worry sub-dimension of parental exam anxiety, irrational beliefs as well as concern over mistakes, parental criticism, and doubting of actions sub-dimension of perfectionism. Conclusion: The findings are discussed and explained based on the relevant literature.
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Affiliation(s)
- Kemal Baytemir
- Gazi University, Faculty of Education, Department of Counseling Psychology & Guidance, 06500, Ankara, Turkey
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9
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Chyu EPY, Chen JK. Associations Between Academic Stress, Mental Distress, Academic Self-Disclosure to Parents and School Engagement in Hong Kong. Front Psychiatry 2022; 13:911530. [PMID: 35928778 PMCID: PMC9344061 DOI: 10.3389/fpsyt.2022.911530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Accepted: 06/13/2022] [Indexed: 11/13/2022] Open
Abstract
Numerous studies have indicated that academic stress is associated with various detrimental personal physical and emotional outcomes; however, relatively few studies have explored how academic stress affects adolescents' interactions with their significant others in families and schools, which are two important social systems for school-age adolescents. In addition, there are also few studies examining how academic stress influences adolescents' self-disclosure to parents and school engagement in East Asian districts particularly in Hong Kong, where the level of academic stress among adolescents is high. This study examines how academic stress affects mental distress, academic self-disclosure to parents and school engagement and explores gender differences in the risk for the outcomes of academic stress. One thousand and eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that academic stress has a significant association with all three outcomes, but the correlation with school engagement is positive, which is contrary to the findings of most previous studies. The possible reasons for such positive association are discussed. In addition, the model can be applied to both genders, but females are more susceptible to the detrimental outcomes of academic stress by suffering a higher level of mental distress. This study suggests that academic stress should be an important entry point to tackle adolescents' mental distress while interventions should be targeted at females who are experiencing a higher level of mental distress. In addition, in view of the significant associations between academic stress and self-disclosure to parents, as well as between academic stress and school engagement, suggestions are provided to families and schools on how to proactively provide support to those students who are experiencing academic stress.
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Affiliation(s)
- Esther Pui Yung Chyu
- Department of Social Work, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
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10
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Ewell SN, Josefson CC, Ballen CJ. Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic? JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00282-21. [PMID: 35496685 PMCID: PMC9053057 DOI: 10.1128/jmbe.00282-21] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
Test anxiety is a common experience shared by college students and is typically investigated in the context of traditional, face-to-face courses. However, the onset of the COVID-19 pandemic resulted in the closure of universities, and many students had to rapidly shift to and balance the challenges of online learning. We investigated how the shift to online learning during the pandemic impacted trait (habitual) and state (momentary) test anxiety and whether there was variation across different demographic groups already vulnerable to performance gaps in science, technology, engineering, and mathematics (STEM) courses. Quantitative analyses revealed that trait and state test anxiety were lower in Spring 2020 (COVID semester) than in Spring 2019 and were higher overall in women than men. We did not find a difference in either trait or state anxiety in first-generation students or among persons excluded because of ethnicity or race. Qualitative analyses revealed that student priorities shifted away from coursework during Spring 2020. While students initially perceived the shift to online learning as beneficial, 1 month after the shift, students reported more difficulties studying and completing their coursework. Taken together, these results are the first to compare reports of test anxiety during a traditional, undisrupted semester to the semester where COVID-19 forced a sudden transition online.
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Affiliation(s)
- Sharday N. Ewell
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
| | - Chloe C. Josefson
- Department of Animal, Veterinary, and Food Sciences, University of Idaho, Moscow, Idaho, USA
| | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
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11
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Chyu EPY, Chen JK. The Correlates of Academic Stress in Hong Kong. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074009. [PMID: 35409692 PMCID: PMC8997729 DOI: 10.3390/ijerph19074009] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 03/23/2022] [Accepted: 03/24/2022] [Indexed: 01/27/2023]
Abstract
Most previous studies have attempted to explore how different personal, familial, or school factors are linked to academic stress in Western countries. However, relatively less research has incorporated these different factors into one model to examine the most crucial correlate(s) that predict academic stress, particularly in the East Asian context, where the level of academic stress among adolescents is high. This study examined how perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent–child relationship, emphasis on academics in school, and school climate work together to predict academic stress in Hong Kong. One thousand eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that perfectionism, social-oriented achievement motivation, parent–child relationships, and emphasis on academics in school have significant associations with academic stress, while perfectionism and social-oriented achievement motivation, the two factors from the personal domain, are the dominant drivers of academic stress. In addition, these findings applied to both genders. As the significant correlates come from the personal, familial, and school domains, this study recommends multilevel interventions for decreasing the level of academic stress. In addition, this study also suggests further research directions to examine the psychosocial mechanism between the correlates and academic stress.
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Mascret N, Danthony S, Cury F. Anxiety during tests and regulatory dimension of anxiety: A five-factor French version of the Revised Test Anxiety scale. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00481-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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13
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Caviola S, Toffalini E, Giofrè D, Ruiz JM, Szűcs D, Mammarella IC. Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09618-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.
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Maltais C, Bouffard T, Vezeau C, Dussault F. Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09642-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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15
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Wirthwein L, Steinmayr R. Performance-approach goals: the operationalization makes the difference. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00520-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractThe operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.
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Martin RD, Naziruddin Z. Systematic review of student anxiety and performance during objective structured clinical examinations. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1491-1497. [PMID: 33092780 DOI: 10.1016/j.cptl.2020.07.007] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2019] [Revised: 06/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Test anxiety is well studied in higher education, but studies primarily concern traditional assessments, such as written examinations. As use of objective structured clinical examination (OSCE) in pharmacy education increases, a closer examination of non-cognitive factors such as test anxiety is warranted. The purpose of this review was to determine the association between OSCE-associated test anxiety with OSCE performance in health professional students. METHODS A literature search was conducted to identify peer-reviewed literature concerning test anxiety in health professional students associated with OSCE. Investigators searched for a combination of OSCE-related terms with anxiety-related terms using PubMed. Articles were included if they assessed OSCE-related anxiety by quantitative or qualitative methods. Data extracted from eligible articles included demographic data, type of the anxiety survey, associations between OSCE-related anxiety and performance, and other student-factors associated with OSCE-related anxiety. RESULTS The literature search yielded 339 articles. Nine articles met eligibility criteria and were included in the review. Results included students from medical, pharmacy, dental, and nursing professional programs. Anxiety was assessed via multiple scales. Six out of the eight studies assessing the relationship OSCE-related anxiety and OSCE performance found no association between the two measures. Contrary to literature concerning test anxiety in higher education, female gender was not associated with OSCE-related anxiety. CONCLUSION OSCE-related anxiety appears to have minimal to no influence on student performance. Future studies should utilize standardized anxiety assessments and should seek to understand anxiety's effects on student wellbeing and burnout.
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Affiliation(s)
- Randy D Martin
- Texas Health Harris Methodist Fort Worth Hospital, Fort Worth, Texas, United States; Department of Medical Education, Texas Christian University, Fort Worth, Texas, United States.
| | - Zahra Naziruddin
- University of North Texas System College of Pharmacy, Fort Worth, Texas, United States
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Zareyan S, Zhang H, Wang J, Song W, Hampson E, Abbott D, Diamond A. First Demonstration of Double Dissociation between COMT-Met158 and COMT-Val158 Cognitive Performance When Stressed and When Calmer. Cereb Cortex 2020; 31:1411-1426. [PMID: 33124661 DOI: 10.1093/cercor/bhaa276] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 08/27/2020] [Accepted: 08/27/2020] [Indexed: 01/20/2023] Open
Abstract
We present here the first evidence of the much-predicted double dissociation between the effect of stress on cognitive skills [executive functions (EFs)] dependent on prefrontal cortex (PFC) by catechol-O-methyltransferase (COMT) genotype. The COMT gene polymorphism with methionine (Met) at codon 158 results in more dopamine (DA) in PFC and generally better EFs, while with valine (Val) at codon 158 the result is less PFC DA and generally poorer EFs. Many have predicted that mild stress, by raising PFC DA levels should aid EFs of COMT-Vals (bringing their PFC DA levels up, closer to optimal) and impair EFs of COMT-Mets (raising their PFC DA levels past optimal). We tested 140 men and women in a within-subject crossover design using extremely mild social evaluative stress. On trials requiring EFs (incongruent trials) of the Flanker/Reverse Flanker task, COMT-Val158 homozygotes performed better when mildly stressed than when calmer, while COMT-Met158 carriers performed worse when mildly stressed. Two other teams previously tried to obtain this, but only found stress impairing EFs of COMT-Mets, not improving EFs of COMT-Vals. Perhaps we found both because we used a much milder stressor. Evidently, the bandwidth for stress having a facilitative effect on EFs is exceedingly narrow.
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Affiliation(s)
- Shahab Zareyan
- Developmental Cognitive Neuroscience Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
| | - Haolu Zhang
- Developmental Cognitive Neuroscience Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
| | - Juelu Wang
- Basic Neurosciences Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
| | - Weihong Song
- Basic Neurosciences Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
| | - Elizabeth Hampson
- Laboratory of Neuroendocrinology, Department of Psychology, Western University, London, ON N6A 5C2, Canada
| | - David Abbott
- Developmental Cognitive Neuroscience Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
| | - Adele Diamond
- Developmental Cognitive Neuroscience Program, Department of Psychiatry, University of British Columbia, Vancouver, BC V6T 2A1, Canada
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An Empirical Study on the Relationship between Causes of Teacher Examination Anxiety and Dimensions of Coping with Pre-Exam Anxiety: A Structural Equation Modelling Approach. Psychol Belg 2020; 60:255-269. [PMID: 32864151 PMCID: PMC7427682 DOI: 10.5334/pb.536] [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] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
In recent years, examination anxiety among teachers assumes a critical sphere in the global academic environment. The causes of teacher examination anxiety in education have been reviewed by a few scholars. This shows that teacher examination anxiety and its impact on academic development are limited in research. Therefore, this study investigated the linear relationship between two self-report instruments – the causes of teacher examination anxiety and dimensions of coping with pre-exam anxiety. The study adopted a quantitative approach with three-hundred teachers from four secondary schools in Nigeria and twenty teachers from two secondary schools in North Cyprus participated in the survey. Also, a Structural Equation Modeling (SEM) was utilized for the analysis. The results of the study indicate that the two factors (teacher causes of exam anxiety and dimensions of coping with pre-exam anxiety) are interconnected. The results also indicate teachers’ preparation for examinations coupled with various dimensions of anxiety is a complex task that demands educational stakeholders to constantly improving on causes of examination anxiety and factors of pre-exam anxiety among teachers for better academic and ethical development.
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19
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Multidimensional influences of anxiety and assessment type on task performance. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-019-09508-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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20
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Tsegay L, Shumet S, Damene W, Gebreegziabhier G, Ayano G. Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC MEDICAL EDUCATION 2019; 19:423. [PMID: 31727023 PMCID: PMC6857229 DOI: 10.1186/s12909-019-1859-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Accepted: 10/29/2019] [Indexed: 05/12/2023]
Abstract
BACKGROUND Worldwide, problematic test anxiety is a common health problem among medical students. The magnitude of problematic test anxiety ranges from 25 to 40% in undergraduate medical students and has a detrimental effect on academic achievement and success of students. However, data on the prevalence of test anxiety among medical students is limited. Thus, the study aimed to assess the prevalence and associated factors of test anxiety among medical students. METHODS In this cross-sectional study, a stratified random sampling technique was used to select the participants. The level of test anxiety was determined by the Westside Test Anxiety Inventory (WTAI). We utilized logistic regression to explore the association between test anxiety and the potential sociodemographic/student-related characteristics among medical students. RESULTS The study included 423 medical students. Our study resulted the prevalence of problematic test anxiety among medical students to be 52.30% (95% CI 47.40-57.30). The prevalence of test anxiety was remarkably higher in women (79.75%) than in men (33.62%) students. Female sex [AOR = 3.25, 95% CI: (1.54, 6.89)], having low grade [AOR = 0.11,95% CI: (0.044,0.288)], being first year [AOR = 10.55,95% CI: (1.4,76.7)], excessive course load [AOR = 6.128,95% CI: (2.675,14.039)], and taking oral examination [AOR = 2.89,95% CI: (1.42,5.84)] were determined as some of the predicting factors of test anxiety among medical students. Additionally, lack of systemic study plan [AOR = 2.4, 95% CI: (1.25, 4.59)], poor social support [AOR = 3.6, 95% CI: (1.56, 8.29)], moderate social support [AOR = 3.39, 95% CI: (1.56, 7.4)], psychologically distressed [AOR = 2.68, 95% CI: (1.37, 5.27)] independently predicts test anxiety among medical students. CONCLUSION Findings suggest that a substantial percentage of medical students had problematic test anxiety in Ethiopia (52.30%). This study also showed a significant association between test anxiety and female sex, having poor grade point average, being the first year, excessive course load, oral examination, lack of study plan, poor social support, moderate social support, and having psychological distress. Problematic test anxiety, which is found to be common among medical students, deserves more attention.
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Affiliation(s)
- Light Tsegay
- Department of Psychiatry, College of Health Sciences, Axum University, Axum, Ethiopia
| | - Shegaye Shumet
- Department of Psychiatry, College of Health Sciences, Axum University, Axum, Ethiopia
| | - Woynabeba Damene
- Research and training Department, Amanuel mental specialized hospital, Addis Ababa, Ethiopia
| | | | - Getinet Ayano
- Research and training Department, Amanuel mental specialized hospital, Addis Ababa, Ethiopia
- School of Public Health, Curtin University, Perth, Australia
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Parental Demandingness and Executive Functioning in Predicting Anxiety among Children in a Longitudinal Community Study. J Youth Adolesc 2019; 49:299-310. [PMID: 31422499 DOI: 10.1007/s10964-019-01103-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2019] [Accepted: 08/01/2019] [Indexed: 10/26/2022]
Abstract
Theoretical models and empirical studies of anxiety have predominately focused on the main effects of various predictors such as executive functioning deficits on anxiety. This study examined the moderating role of parental demandingness in the relationship between executive functioning deficits and anxiety in children. Ninety children (46.67% female) aged from 9 to 14 years completed several executive functioning tasks and a measure of anxiety. Parental demandingness was rated based on an observation of parent-child interactions. The children completed the anxiety measure again at one-year follow-up. The results showed that parental demandingness significantly moderated the prospective relationship between executive functioning deficits and anxiety, such that the association between executive functioning deficits and anxiety in children was weaker when parental demandingness was lower. These findings suggest that low parental demandingness may serve as a protective factor that buffers the detrimental effects of executive functioning deficits on anxiety.
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22
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Rankin K, Sweeny K. Divided we stand, united we worry: Predictors of worry in anticipation of a political election. MOTIVATION AND EMOTION 2019. [DOI: 10.1007/s11031-019-09787-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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23
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Adolescent Test Anxiety: An Examination of Intraindividual and Contextual Predictors. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-09302-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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24
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An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0383-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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25
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Social anxiety mediates the relationship between social connectedness and test anxiety: An exploratory investigation. JOURNAL OF THEORETICAL SOCIAL PSYCHOLOGY 2017. [DOI: 10.1002/jts5.14] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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26
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Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation. SPANISH JOURNAL OF PSYCHOLOGY 2017; 20:E14. [DOI: 10.1017/sjp.2017.5] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.
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Chin EC, Williams MW, Taylor JE, Harvey ST. The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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28
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Kiekens G, Claes L, Demyttenaere K, Auerbach RP, Green JG, Kessler RC, Mortier P, Nock MK, Bruffaerts R. Lifetime and 12-Month Nonsuicidal Self-Injury and Academic Performance in College Freshmen. Suicide Life Threat Behav 2016; 46:563-576. [PMID: 26954061 DOI: 10.1111/sltb.12237] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2015] [Accepted: 12/03/2015] [Indexed: 01/07/2023]
Abstract
We examined whether nonsuicidal self-injury (NSSI) is associated with academic performance in college freshmen, using census-based web surveys (N = 7,527; response = 65.4%). NSSI was assessed with items from the Self-Injurious Thoughts and Behaviors Interview and subsequently linked with the administratively recorded academic year percentage (AYP). Freshmen with lifetime and 12-month NSSI showed a reduction in AYP of 3.4% and 5.9%, respectively. The college environment was found to moderate the effect of 12-month NSSI, with more strongly reduced AYPs in departments with higher-than-average mean departmental AYPs. The findings suggest that overall stress and test anxiety are underlying processes between NSSI membership and academic performance.
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Affiliation(s)
- Glenn Kiekens
- Research Group Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium.
| | - Laurence Claes
- Faculty of Psychology and Educational Sciences, KU Leuven University, Leuven, Belgium
| | - Koen Demyttenaere
- Research Group Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium
| | - Randy P Auerbach
- Harvard Medical School, Center for Depression, Anxiety and Stress Research, McLean Hospital, Belmont, MA, USA
| | | | - Ronald C Kessler
- Department of Health Care Policy, Harvard Medical School, Harvard University, Boston, MA, USA
| | - Philippe Mortier
- Research Group Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium
| | - Matthew K Nock
- Department of Psychology, Harvard University, Boston, MA, USA
| | - Ronny Bruffaerts
- Research Group Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium
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29
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Zhang L. Chinese College Test Takers’ Individual Differences and Reading Test Performance. Percept Mot Skills 2016; 122:725-41. [DOI: 10.1177/0031512516648131] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study reports on the relationships between test takers’ individual differences and their performance on a reading comprehension test. A total of 518 Chinese college students (252 women and 256 men; M age = 19.26 year, SD = 0.98) answered a questionnaire and sit for a reading comprehension test. The study found that test takers’ L2 language proficiency was closely linked to their test performance. Test takers’ employment of strategies was significantly and positively associated with their performance on the test. Test takers’ motivation was found to be significantly associated with reading test performance. Test anxiety was negatively related to their use of reading strategies and test performance. The results of the study lent support to the threshold hypothesis of language proficiency. The implications for classroom teaching were provided.
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Bayani AA. The Effect of Self-Esteem, Self-Efficacy and Family Social Support on Test Anxiety in Elementary Students: A Path Model. INTERNATIONAL JOURNAL OF SCHOOL HEALTH 2016. [DOI: 10.17795/intjsh-34677] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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31
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Ringeisen T, Raufelder D. The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents. J Adolesc 2015; 45:67-79. [DOI: 10.1016/j.adolescence.2015.08.018] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Revised: 08/24/2015] [Accepted: 08/31/2015] [Indexed: 11/29/2022]
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32
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Adolescents' unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences. J Adolesc 2015; 43:50-62. [DOI: 10.1016/j.adolescence.2015.05.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2014] [Revised: 05/10/2015] [Accepted: 05/12/2015] [Indexed: 11/24/2022]
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33
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Bedewy D, Gabriel A. Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychol Open 2015; 2:2055102915596714. [PMID: 28070363 PMCID: PMC5193280 DOI: 10.1177/2055102915596714] [Citation(s) in RCA: 85] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The development of a scale to measure perceived sources of academic stress among university students. Based on empirical evidence and recent literature review, we developed an 18-item scale to measure perceptions of academic stress and its sources. Experts (n = 12) participated in the content validation process of the instrument before it was administered to (n = 100) students. The developed instrument has internal consistency reliability of 0.7 (Cronbach’s alpha), there was evidence for content validity, and factor analysis resulted in four correlated and theoretically meaningful factors. We developed and tested a scale to measure academic stress and its sources. This scale takes 5 minutes to complete.
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34
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Røykenes K. "My math and me": Nursing students' previous experiences in learning mathematics. Nurse Educ Pract 2015; 16:1-7. [PMID: 26072444 DOI: 10.1016/j.nepr.2015.05.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2013] [Revised: 03/18/2015] [Accepted: 05/16/2015] [Indexed: 10/23/2022]
Abstract
In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation.
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Affiliation(s)
- Kari Røykenes
- Betanien University College, Vestlundveien 19, 5145 Fyllingsdalen, Norway.
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Putwain DW, Daly AL, Chamberlain S, Sadreddini S. Academically buoyant students are less anxious about and perform better in high-stakes examinations. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:247-63. [PMID: 25739681 DOI: 10.1111/bjep.12068] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2014] [Revised: 12/29/2014] [Indexed: 11/29/2022]
Abstract
BACKGROUND Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. AIMS To test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to examination performance. SAMPLE A total of 705 students in their final year of secondary education (Year 11). METHODS Self-report data for test anxiety and academic buoyancy were measured in two waves in Year 11. Examination performance was taken from the mean English, mathematics, and science scores from the high-stakes General Certificate of Secondary Education (GCSE) examinations taken at the end of Year 11. RESULTS Measurement invariance was demonstrated for test anxiety and academic buoyancy across both waves of measurement. The worry component of test anxiety, but not the tension component, showed reciprocal relations with academic buoyancy. Worry predicted lower mean GCSE score and academic buoyancy predicted a higher mean GCSE score. Tension did not predict mean GCSE score. CONCLUSION Academic buoyancy protects against the appraisal of examinations as threatening by influencing self-regulative processes and enables better examination performance. Worry, but not tension, shows a negative feedback loop to academic buoyancy.
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Affiliation(s)
| | - Anthony L Daly
- Centre for Work and Life, University of South Australia, Adelaide, Australia
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36
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Chukwuorji JC, Nwonyi SK. Test anxiety: contributions of gender, age, parent's occupation and self-esteem among secondary school students in Nigeria. JOURNAL OF PSYCHOLOGY IN AFRICA 2015. [DOI: 10.1080/14330237.2015.1007600] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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37
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Individual differences in emotion elicitation in university examinations: A quasi-experimental study. PERSONALITY AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.paid.2014.08.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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38
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Putwain D, Chamberlain S, Daly AL, Sadreddini S. Reducing test anxiety among school-aged adolescents: a field experiment. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2014. [DOI: 10.1080/02667363.2014.964392] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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39
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Scrimin S, Mason L, Moscardino U. School-related stress and cognitive performance: A mood-induction study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.09.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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40
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Mediating perceived parenting styles–test anxiety relationships: Academic procrastination and maladaptive perfectionism. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.05.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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41
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Luo W, Hogan D, Tan LS, Kaur B, Ng PT, Chan M. Self-construal and students’ math self-concept, anxiety and achievement: An examination of achievement goals as mediators. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2014. [DOI: 10.1111/ajsp.12058] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Wenshu Luo
- Nanyang Technological University; Singapore
| | | | | | | | - Pak Tee Ng
- Nanyang Technological University; Singapore
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42
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The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. SOCIAL PSYCHOLOGY OF EDUCATION 2014. [DOI: 10.1007/s11218-014-9249-7] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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43
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Putwain DW, Shah J, Lewis R. Performance-Evaluation Threat Does Not Adversely Affect Verbal Working Memory in High Test-Anxious Persons. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2014. [DOI: 10.1891/1945-8959.13.1.120] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
In two studies, we set out to examine whether the verbal working memory of high and low test-anxious students differed under performance-evaluative threat. In Study 1, 84 schoolchildren completed a backward digit span task under threat or no-threat conditions. In Study 2, 71 schoolchildren completed a backward digit span task in both threat and no-threat conditions. Results showed that the verbal working memory capacity of highly test-anxious students in Study 1 did not change under low or high threat conditions. In Study 2, the verbal working memory capacity of highly test-anxious students decreased under performance-evaluative threat when this condition was taken first but increased when this condition was taken second. To account for the effects of performance-evaluative threat, it is necessary to consider how increased effortful control may compensate for anxiety-induced reduced efficiency when tasks are not timed.
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Putwain DW, Nicholson LJ, Connors L, Woods K. Resilient children are less test anxious and perform better in tests at the end of primary schooling. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.09.010] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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45
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Do clusters of test anxiety and academic buoyancy differentially predict academic performance? LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.07.010] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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46
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Putwain D, Sander P, Larkin D. Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2012; 83:633-50. [DOI: 10.1111/j.2044-8279.2012.02084.x] [Citation(s) in RCA: 107] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2012] [Revised: 08/13/2012] [Accepted: 08/13/2012] [Indexed: 11/29/2022]
Affiliation(s)
- Dave Putwain
- Department of Psychology; Edge Hill University; Ormskirk Lancashire UK
| | - Paul Sander
- Department of Psychology; Cardiff Metropolitan University; Cardiff UK
| | - Derek Larkin
- Department of Psychology; Edge Hill University; Ormskirk Lancashire UK
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Macher D, Paechter M, Papousek I, Ruggeri K, Freudenthaler HH, Arendasy M. Statistics anxiety, state anxiety during an examination, and academic achievement. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2012; 83:535-49. [PMID: 24175681 DOI: 10.1111/j.2044-8279.2012.02081.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2011] [Revised: 03/30/2012] [Indexed: 11/29/2022]
Abstract
BACKGROUND A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. AIMS The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. SAMPLE Participants were 284 undergraduate psychology students, 225 females and 59 males. METHODS Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. RESULTS Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. CONCLUSIONS The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination.
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Affiliation(s)
- Daniel Macher
- Department of Psychology, Educational Psychology Unit, Karl-Franzens University, Graz, Austria
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48
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Shadach E, Ganor-Miller O. The role of perceived parental over-involvement in student test anxiety. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2012. [DOI: 10.1007/s10212-012-0131-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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49
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Putwain DW, Connors L, Symes W, Douglas-Osborn E. Is academic buoyancy anything more than adaptive coping? ANXIETY STRESS AND COPING 2012; 25:349-58. [DOI: 10.1080/10615806.2011.582459] [Citation(s) in RCA: 55] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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50
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Croyle KL, Weimer AA, Eisenman R. Context of assessment changes relationships between test anxiety and related variables. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2012. [DOI: 10.1080/02673843.2011.645625] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
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