Test anxiety, evaluative stress, and susceptibility to distraction from threat

2001 ◽  
Vol 15 (2) ◽  
pp. 123-141 ◽  
Author(s):  
Edmund Keogh ◽  
Christopher C. French
Keyword(s):  
Test Anxiety ◽  
Educational Practice ◽  
Focused Attention ◽  
Attentional Resources ◽  
Specific Trait ◽  
Selective Search ◽  
Task Irrelevant ◽  
High Test ◽  
Specific Susceptibility

Examinations are perhaps one of the main methods of assessment in education. Unfortunately, there are some individuals who are so fearful of such events that performance is impaired. Test anxiety is believed to be the trait that predisposes individuals to react negatively to examinations and tests. One way in which it is believed that test anxiety affects performance is by increasing susceptibility to distraction from task‐irrelevant material. However, few studies have directly investigated this impairment. An experiment was therefore conducted to investigate susceptibility to distraction in high and low test‐anxious students. The task used was based on one developed by Mathews, May, Mogg and Eysenck (1990), which distinguishes between focused attention and selective search. In order to determine whether a specific susceptibility to distraction exists, the distractors were varied in terms of valence and relevance to examinations. Since test anxiety is a situation‐specific trait, an evaluation‐related stressor was used to trigger test‐anxious reactions. A specific susceptibility to distraction from threat was found amongst high test‐anxious participants who received the evaluation‐related stressor. However, this effect was only found when participants were using focused attention. This suggests that the disturbed performance often found to be associated with test anxiety might be due to an inability to ignore threatening material when attempting to focus attentional resources. These results are discussed in light of current theories of test anxiety and implications for educational practice. Copyright © 2001 John Wiley & Sons, Ltd.

A New Technique to Measure the Level of Interest Using Heartbeat-Evoked Brain Potential

2021 ◽  
Vol 35 (1) ◽  
pp. 15-22
Author(s):  
Kohei Fuseda ◽  
Jun’ichi Katayama
Keyword(s):  
Brain Activity ◽  
Random Order ◽  
Overt Response ◽  
Brain Potential ◽  
Probe Technique ◽  
Dynamic Stimuli ◽  
Attentional Resources ◽  
Opposite Sex ◽  
A New Technique ◽  
Task Irrelevant

Abstract. Interest is a positive emotion related to attention. The event-related brain potential (ERP) probe technique is a useful method to evaluate the level of interest in dynamic stimuli. However, even in the irrelevant probe technique, the probe is presented as a physical stimulus and steals the observer’s attentional resources, although no overt response is required. Therefore, the probe might become a problematic distractor, preventing deep immersion of participants. Heartbeat-evoked brain potential (HEP) is a brain activity, time-locked to a cardiac event. No probe is required to obtain HEP data. Thus, we aimed to investigate whether the HEP can be used to evaluate the level of interest. Twenty-four participants (12 males and 12 females) watched attractive and unattractive individuals of the opposite sex in interesting and uninteresting videos (7 min each), respectively. We performed two techniques each for both the interesting and the uninteresting videos: the ERP probe and the HEP techniques. In the former, somatosensory stimuli were presented as task-irrelevant probes while participants watched videos: frequent (80%) and infrequent (20%) stimuli were presented at each wrist in random order. In the latter, participants watched videos without the probe. The P2 amplitude in response to the somatosensory probe was smaller and the positive wave amplitudes of HEP were larger while watching the videos of attractive individuals than while watching the videos of unattractive ones. These results indicate that the HEP technique is a useful method to evaluate the level of interest without an external probe stimulus.

scholarly journals Exploring attentional focus of older adult fallers during heightened postural threat

2019 ◽  
Vol 84 (7) ◽  
pp. 1877-1889 ◽  
Author(s):  
Toby J. Ellmers ◽  
Adam J. Cocks ◽  
William R. Young
Keyword(s):  
Older Adults ◽  
Attentional Focus ◽  
Monitoring And Control ◽  
Attentional Processing ◽  
Attentional Resources ◽  
Behavioral Adaptations ◽  
Regulatory Strategies ◽  
Postural Threat ◽  
Task Irrelevant ◽  
And Control

Abstract Objectives Threats to balance, and subsequent increases in fall-related anxiety, can disrupt attentional processing during gait in older adults, leading to behavioral adaptations which may increase fall risk. However, limited research has investigated what changes in attention occur to contribute to these disruptions. The aim of this research was to describe changes in attention that occur during gait when older adults’ balance is threatened, while exploring how previous fall history and trait movement reinvestment (conscious monitoring and control of movement) also influence attention. Methods Forty older adults reported where they focus their attention when walking during two scenarios: (1) when they are relaxed and there is little risk of falling, and; (2) when their balance is threatened and they are anxious of falling. Results During the high-threat condition, participants reported greater attention towards movement processes, threats to balance, worries/disturbing thoughts and self-regulatory strategies, with less attention directed towards task-irrelevant thoughts. However, fall history influenced attentional focus, with fallers directing greater attention towards worries/disturbing thoughts. Contrary to predictions, trait movement reinvestment was not associated with attention directed towards movement processes. Discussion As processing worries/disturbing thoughts will likely reduce attentional resources available for effective postural control, we highlight this as one potential area to target interventions aimed at reducing the likelihood of repeated falling.

Brief Research Report - Text Anxiety in Adolescents

1995 ◽  
Vol 12 (1) ◽  
pp. 30-32
Author(s):  
Neville J. King ◽  
Leesa Tinney ◽  
Angelique Mietz
Keyword(s):  
Anxiety Disorders ◽  
Test Anxiety ◽  
Clinical Interview ◽  
Research Report ◽  
Interview Schedule ◽  
Large Sample ◽  
School Settings ◽  
Text Anxiety ◽  
Report Text ◽  
High Test

ABSTRACTA large sample of adolescents were screened for test anxiety using the Test Anxiety Scale for Children (TASC). Subjects with low and high scores on the TASC were then compared in a structured clinical interview (Interview Schedule for Children, ISC). The high test anxious adolescents showed a significantly greater preponderance of disorders, particularly anxiety disorders. We argue that these findings have implications for counsellors and psychologists working in school settings.

scholarly journals The Moderator Effect of Test Anxiety in the Relationship between Test Expectancy and the Retention of Prose

2003 ◽  
Vol 93 (3) ◽  
pp. 961-971
Author(s):  
Alexander E. Minnaert
Keyword(s):  
Test Anxiety ◽  
Retention Test ◽  
Memory Performance ◽  
General Intelligence ◽  
Memory Retention ◽  
Learning Context ◽  
Moderator Effect ◽  
Test Expectancy ◽  
Anxious Group ◽  
High Test

The effect of test expectancy and test anxiety on the retention of prose is not yet profoundly examined in an ecologically valid learning context. The influence of test expectancy, test anxiety, and differences in intelligence on the retention of prose was addressed in the hypothesis that test anxiety would act as a moderator between test expectancy and memory retention of prose. Also examined was whether this relation would still be valid if differences in general intelligence were controlled. University freshmen ( N = 292) participated. Analysis indicated that test anxiety acted as a moderator between test expectancy and prose memory performance, even after controlling for differences in general intelligence. The low and high test-anxious group expecting a retention test seemed to profit from positive arousal elicited by the expectedness of a retention test. The high test-anxious group not expecting a retention test performed in a rather detrimental way on a retention test given negative arousal elicited by the unexpectedness of a retention test. Implications for further research are elaborated and discussed.

An Analytical Investigation of Instructions Designed to Elicit Test Anxiety

1971 ◽  
Vol 29 (1) ◽  
pp. 283-292 ◽  
Author(s):  
K. Kilby Long ◽  
David W. Bessemer
Keyword(s):  
Test Anxiety ◽  
Peer Group ◽  
Individual Performance ◽  
English Word ◽  
Analytical Investigation ◽  
Performance Decrement ◽  
Reliable Performance ◽  
High Test ◽  
Three Components

Components of motivating instructions typically used to elicit performance decrements in high test-anxious Ss were investigated to determine whether: (a) the mention of a test, (b) identifying the test as an intelligence measure, or (c) suggesting evaluation in relation to a peer-group is primarily responsible for the observed decrement. High and low test-anxious Ss were given 12 paired-associated lists of common English word pairs, and experimental instructions between the 8th and 9th lists. Analyses of post-instruction changes in PA anticipation responses showed significant differences only between the instruction containing all three components and the control condition. The magnitude of the reliable performance decrement produced by the instructions was inversely related to Ss' level of performance before the instructions were given, and no decrement occurred for most Ss at the highest levels of pre-instructional proficiency. Increased emphasis might well be given to the analysis of effects of test anxiety on changes in individual performance.

Test Anxiety in Girls and Boys: A Clinical—Developmental Analysis

1996 ◽  
Vol 13 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Margaret K. Warren ◽  
Thomas H. Ollendick ◽  
Neville J. King
Keyword(s):  
Children And Adolescents ◽  
Test Anxiety ◽  
Trait Anxiety ◽  
Self Report ◽  
Attitude Inventory ◽  
Ability Tests ◽  
Academic Grades ◽  
And Performance ◽  
Anxiety Depression ◽  
High Test

A large sample of children and adolescents were screened for test anxiety using the Test Attitude Inventory (Spielberger, 1980). Subjects with low and high test anxiety were then compared on self-report measures of trait anxiety, depression, and fear and then asked to report their thoughts and level of distress following an imagined test. Academic grades and performance on standardised achievement and ability tests were also obtained. High test-anxious children and adolescents reported higher levels of trait anxiety, depression, and fear as well as greater distress and cognitive interference during the imagined test. They also obtained lower grades and performed more poorly on the standardised measures. Age effects moderated these findings. Discussion focuses on the clinical and developmental implications of the findings.

The Test Anxiety Measure for College Students-Short Form: Development and Examination of Its Psychometric Properties

2020 ◽  
pp. 073428292096294
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Convergent Validity ◽  
Factor Model ◽  
Short Form ◽  
Single Group ◽  
Confirmatory Factor Analyses ◽  
Physiological Hyperarousal ◽  
Task Irrelevant ◽  
College Student Population

A short form of the 43-item Test Anxiety Measure for College Students (TAM-C) was developed in the present study. The TAM-C consists of six (social concerns, cognitive interference, worry, physiological hyperarousal, task irrelevant behaviors, and facilitating anxiety) scales. Twenty-four items from the TAM-C were selected for the short form. Single-group confirmatory factor analyses (CFAs) and correlational analyses were conducted with the responses of 728 U.S. college students to the TAM-C Short Form. Results of the single-group CFAs supported a six-factor model for the TAM-C Short Form. Concurrent and convergent validity evidence was found for the TAM-C Short Form scores. Overall, the findings suggest the TAM-C Short Form is an economical measure with unique features to assess test and facilitating anxiety in the college student population.

scholarly journals Association of Test Anxiety with Temporomandibular Disorder in Health Professions Students: A Cross-Sectional Study

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Abdulaziz Alamri ◽  
Suliman Shahin ◽  
Eman A. Bakhurji ◽  
Ahmed A. Alsulaiman ◽  
Zainah Salloot ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Odds Ratio ◽  
Adjusted Odds Ratio ◽  
Temporomandibular Disorder ◽  
Health Professions ◽  
Female Gender ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
High Test

Objective. To assess the prevalence of temporomandibular disorder (TMD) and its association with text anxiety among undergraduate medical, dental, and pharmacy students in Dammam, Saudi Arabia. Material and Methods. This cross-sectional study included health professions students who responded to Fonseca’s questionnaire and Test Anxiety Inventory by Spielberger to evaluate TMD and test anxiety, respectively. TMD score was compared in different categories of students, and bivariate and multiple logistic regression analyses evaluated the influence of test anxiety on TMD. Results. The study included 884 participants (44.8% males and 55.2% females) with a mean age of 21.46 ± 1.36 years. Regarding items of Fonseca’s questionnaire, most students reported being tense/nervous (65.7%) and had headaches (57.5%). About 45.8% of the participants reported no TMD, and remaining had mild (40.4%), moderate (11.3%), and severe (2.5%) TMD. The mean TMD score was significantly higher in students with high test anxiety (25.6 ± 18.32) than those with low test anxiety (20.25 ± 16.97) ( P < 0.001 ). Mean test anxiety scores significantly differed among TMD categories ( P < 0.001 ) with the lowest score in the no TMD group and the highest in the moderate TMD group. Female gender (adjusted odds ratio 1.4, P 0.039) and high test anxiety (adjusted odds ratio 1.92, P < 0.001 ) were significantly associated with increased odds of having TMD. Conclusions. The study revealed a high prevalence of TMD among students. There was a significant association between test anxiety and TMD. The data obtained may guide preventive policies and program on test anxiety and TMD.

Practical and methodological considerations

2021 ◽  
pp. 177-196
Author(s):  
John Toner ◽  
Barbara Gail Montero ◽  
Aidan Moran
Keyword(s):  
Attentional Control ◽  
Attentional Resources ◽  
Quiet Eye ◽  
Methodological Approaches ◽  
Skilled Action ◽  
Methodological Considerations ◽  
Task Irrelevant

This penultimate chapter considers how athletes might develop the ability to exert attentional control. It outlines some approaches that might help athletes to switch their focus or re-distribute patterns of attention when they realize they have adopted task-irrelevant thoughts. It evaluates the use of mindfulness, quiet-eye training, pressurized training, among other approaches, as means of training attentional control. The chapter concludes by outlining a series of methodological approaches that might be employed by researchers wishing to test some of the predictions put forth by our model of skilled action and our proposal that skilled maintenance is underpinned by the flexible deployment of attentional resources.

Response Time and Test Anxiety

1974 ◽  
Vol 34 (2) ◽  
pp. 479-485 ◽  
Author(s):  
Sigmund Tobias ◽  
John J. Hedl ◽  
Nelson J. Towle
Keyword(s):  
Response Time ◽  
Test Anxiety ◽  
State Anxiety ◽  
Response Latencies ◽  
High Anxious ◽  
Latency Analysis ◽  
High Test ◽  
And Task

This study sought to test the interpretation that high test-anxiety students performed more poorly on difficult material because they divided their attention between personally relevant and task-relevant concerns more than did low-anxiety individuals. It was reasoned that such division of attention ought to require more time for high-anxious students on difficult items and hence result in longer response latencies. A mathematical test containing both easy and difficult items was administered to 80 students on computer terminals. Results indicated that high-anxious students performed more poorly on the difficult items than low-anxious students. High-anxious students had higher levels of state anxiety during the testing than the low-anxious students. The latency analysis, however, failed to confirm the hypotheses.

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