Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

© The Author(s) 2021.

Bibliographische Detailangaben
Veröffentlicht in:Educational psychology review. - 1998. - 33(2021), 4 vom: 06., Seite 1887-1906
1. Verfasser: Schillinger, Frieder L (VerfasserIn)
Weitere Verfasser: Mosbacher, Jochen A, Brunner, Clemens, Vogel, Stephan E, Grabner, Roland H
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2021
Zugriff auf das übergeordnete Werk:Educational psychology review
Schlagworte:Journal Article Education Mathematics Test anxiety Test performance Worry
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520 |a The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students' tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students' test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests 
650 4 |a Journal Article 
650 4 |a Education 
650 4 |a Mathematics 
650 4 |a Test anxiety 
650 4 |a Test performance 
650 4 |a Worry 
700 1 |a Mosbacher, Jochen A  |e verfasserin  |4 aut 
700 1 |a Brunner, Clemens  |e verfasserin  |4 aut 
700 1 |a Vogel, Stephan E  |e verfasserin  |4 aut 
700 1 |a Grabner, Roland H  |e verfasserin  |4 aut 
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