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Abstract
Anxiety is a frequent response to stressful evaluation situations and may be correlated with the performance being evaluated. The present study investigated individual differences in social evaluation trait anxiety and coping dimensions as predictors of state anxiety and performance on a university examination. Separate multiple regressions were computed for coping assessed as a style, an individual difference measure, and as situational specific responses. Emotion-oriented coping predicted state anxiety in the evaluation situation. Social evaluation trait anxiety and task-oriented and emotionoriented coping responses predicted exam performance. The regression models predicted approximately a quarter of the variance in course grades. When coping was measured as a response, task-oriented coping response was a significant predictor of course grade. When coping was measured as a style or individual difference, avoidance-oriented coping style predicted aggregated course grade. It was suggested that different coping dimensions predict different outcomes and that coping be assessed over time to better understand its relation to performance.
