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Putwain, DW, Stockinger, K, von der Embse, N, Suldo, S and Daumiller, M (2021) Test Anxiety, Anxiety Disorders, and School-Related Wellbeing: Manifestations of the Same or Different Constructs? Journal of School Psychology, 88. pp. 47-67. ISSN 0022-4405
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Test anxiety, anxiety disorders, and school-related wellbeing Manifestations of the same or different constructs.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
Abstract
Previous studies have shown that highly test anxious persons are more likely to meet criteria for an anxiety disorder, and report more frequent symptoms of anxiety disorders, than their low test anxious counterparts. However, it is unclear whether test anxiety should be treated as distinct to, or a manifestation of, anxiety disorders. Furthermore, the Dual Factor Model of Mental Health proposes that high subjective wellbeing cannot be solely inferred from the absence of psychopathology. No studies, thus far, have examined the Dual Factor Model in relation to test anxiety. In the present study, we examined how test anxiety, two common anxiety disorders (generalized anxiety disorder and panic disorder), and subjective wellbeing in the school domain (school-related wellbeing) were related in a sample of 918 adolescents (mean age = 15.77 years) using network analysis and latent profile analysis. Results from the network analysis showed that test anxiety, generalized anxiety disorder (GAD), panic disorder (PD), and school-related wellbeing were represented as distinct constructs. Bridge nodes were identified that linked test anxiety with generalized anxiety disorder, panic disorder, and school-related wellbeing. The latent profile analysis identified three of the four profiles predicted by the Dual Factor Model comprising of ‘troubled’ (low school-related wellbeing, high test anxiety, GAD, and PD), ‘complete mental health’ (high school-related wellbeing, low test anxiety, GAD, and PD), and ‘symptomatic but content’ (average school-related wellbeing, test anxiety, GAD, and PD). We concluded that test anxiety was distinct from, rather than a manifestation of, GAD and PD. We found support for the Dual Factor Model, albeit not unequivocal, using test anxiety as an additional indicator of psychopathology, to that of GAD and PD.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1303 Specialist Studies in Education, 1701 Psychology |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Education |
| Publisher: | Elsevier |
| Date Deposited: | 02 Jun 2021 14:53 |
| Last Modified: | 10 Sep 2023 00:50 |
| DOI or ID number: | 10.1016/j.jsp.2021.08.001 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/15090 |
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