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Putwain, DW and Aveyard, B (2016) Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? School Psychology Quarterly. ISSN 1045-3830
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Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance.pdf - Accepted Version Download (498kB) | Preview |
Abstract
A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how 3 self-beliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics. Results showed an interaction between worry and perceived control. Students with higher perceived control performed better at low levels of worry. As worry increased, the differential advantage offered by higher perceived control diminished. At high levels of worry control made little difference to examination performance. Interventions designed to reduce worry may not necessarily improve examination performance unless they also target improved control.
| Item Type: | Article |
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| Additional Information: | This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. |
| Uncontrolled Keywords: | 1303 Specialist Studies In Education |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Education |
| Publisher: | American Psychology Association |
| Related URLs: | |
| Date Deposited: | 28 Nov 2016 11:21 |
| Last Modified: | 04 Sep 2021 12:16 |
| DOI or ID number: | 10.1037/spq0000183 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/4829 |
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