The Power of Positive Recollections: Reducing Test Anxiety and Enhancing College Student Efficacy and Performance

2010 ◽  
Vol 40 (3) ◽  
pp. 732-745 ◽  
Author(s):  
Donna Webster Nelson ◽  
Ashley E. Knight
Keyword(s):  
College Student ◽  
Test Anxiety ◽  
Student Efficacy ◽  
And Performance

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

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe 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.

Test anxiety, mood, and performance.

1974 ◽  
Vol 29 (5) ◽  
pp. 664-669 ◽  
Author(s):  
Bruce C. Wittmaier
Keyword(s):  
Test Anxiety ◽  
And Performance

State Policy Climates for College Student Success: An Analysis of State Policy Documents Pertaining to College Persistence and Completion

2009 ◽  
Vol 11 (1) ◽  
pp. 33-56 ◽  
Author(s):  
Michael K. McLendon ◽  
Jeremy B. Tuchmayer ◽  
Toby J Park
Keyword(s):  
College Student ◽  
Student Success ◽  
State Policy ◽  
College Persistence ◽  
Political Support ◽  
Future Research ◽  
College Student Success ◽  
Master Plans ◽  
College Student Persistence ◽  
And Performance

This article reports the findings of an exploratory analysis of state policy climates for college student persistence and completion. We performed an analysis of more than 100 documents collected from 8 states chosen largely on the basis of their performance on past Measuring Up reports. Our analysis of governors' state-of-the-state addresses, state Master Plans, and performance-funding programs produced several notable findings. Although we had assumed that states that perform better in retaining and graduating their college students would likely have state policy climates that espouse greater support for college student success, our analysis provided some evidence that it is the lower-performing states, in fact, whose policy climates espouse more support for these goals. We also found evidence of rising political support across all states for increased college persistence and completion, although the rate of growth of support has risen fastest over the past 8 years in low-performing states. We examine some of the implications of these findings, and present several directions that future research might take in studying state policy climates for college student success.

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.

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