Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament

Putwain, DW, Symes, W, Coxon, E and Gallard, DC (2020) Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament. Educational Psychology, 40 (6). pp. 713-734. ISSN 0144-3410

[img] Text
Attention Bias in Test Anxiety The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament.pdf - Accepted Version
Restricted to Repository staff only until 26 September 2021.

Download (1MB)

Abstract

Previous studies have shown that test anxiety is related to attention bias. It is not clear, however, whether a congruent test-threat manipulation is required to elicit this bias or whether the bias is a result of automatic or conscious processes. In the present study we used a mood induction procedure to examine attention bias in test anxious persons using a dot-probe task and incorporated approach-avoidance temperament as a possible moderator. Results showed that the mood induction procedure was not effective in manipulating state anxiety. In the absence of an effective test-threat manipulation, high test anxious persons showed attention bias towards supraliminal threat stimuli. Attention bias was only shown to subliminal threat stimuli in high test anxious persons with a strong approach temperament. This suggests that the mechanism for attention bias to threat stimuli in high test anxious persons is a result of both automatic and conscious processes.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 26 Mar 2020, available online: http://www.tandfonline.com/10.1080/01443410.2020.1740653
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1701 Psychology, 1702 Cognitive Sciences
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Education
Publisher: Taylor & Francis
Date Deposited: 06 Mar 2020 13:04
Last Modified: 30 Nov 2020 14:45
DOI or Identification number: 10.1080/01443410.2020.1740653
URI: https://researchonline.ljmu.ac.uk/id/eprint/12433

Actions (login required)

View Item View Item