Citations (32)
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Tzu-Yang Chao, Yao-Ting Sung & Fen-Lan Tseng. (2024) High-stakes test anxiety among Taiwanese adolescents: a longitudinal study. Cogent Education 11:1.
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Teresa M. Ober, Maxwell R. Hong, Matthew F. Carter, Alex S. Brodersen, Daniella Rebouças-Ju, Cheng Liu & Ying Cheng. (2022) Are high school students accurate in predicting their AP exam scores?: Examining inaccuracy and overconfidence of students’ predictions. Assessment in Education: Principles, Policy & Practice 29:1, pages 27-50.
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S. E. Witmer, S. Roschmann, R. Timmermans & J. Los. (2022) Promoting Student Engagement during Large-Scale Testing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 95:1, pages 42-53.
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Anran Zhao, Gavin T. L. Brown & Kane Meissel. (2020) Manipulating the consequences of tests: how Shanghai teens react to different consequences. Educational Research and Evaluation 26:5-6, pages 221-251.
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Drew Lewis. (2020) Gender Effects on Re-assessment Attempts in a Standards-Based Grading Implementation. PRIMUS 30:5, pages 539-551.
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Maria Isabel Núñez-Peña & Roser Bono. (2019) Academic anxieties: which type contributes the most to low achievement in methodological courses?. Educational Psychology 39:6, pages 797-814.
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Nathaniel P. von der Embse & Sara E. Witmer. (2014) High-Stakes Accountability: Student Anxiety and Large-Scale Testing. Journal of Applied School Psychology 30:2, pages 132-156.
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Nathaniel
von der Embse & Ramzi Hasson. (2012) Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators. Preventing School Failure: Alternative Education for Children and Youth 56:3, pages 180-187.
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Articles from other publishers (24)
Stefanie De Jonge, Evelien Opdecam & Leen Haerens. (2024) Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology 77, pages 102273.
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Ho Phi Huynh, Kristin N. Sramek, Katherine A. Sifuentes, Malin K. Lilley & Elia M. Bautista. (2022) Keep Calm and Be Humble: Can Intellectual Humility Predict Test Anxiety?. Psychological Reports 126:6, pages 2963-2978.
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Heike Neumann, Stephanie Kozak & Leslie Gil. (2023) The Impact of Academic Acculturation and Language Proficiency on International Students’ University Experience and Academic Success: A Longitudinal Study. The Canadian Modern Language Review 79:2, pages 121-140.
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Alexandre Matheus Baesso Cavalca & Marcos dos Santos de Almeida. (2022) A hypothesis about acupuncture's anxiolytic mechanism of action and its effect on the formation of self-efficacy beliefs and academic performance. Revista Internacional de Acupuntura 16:3, pages 100194.
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Isabel Barradas, Agnieszka Kloc, Nina Weng & Jan Treur. 2022. Biologically Inspired Cognitive Architectures 2021. Biologically Inspired Cognitive Architectures 2021
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شريفة المسكري & سعيد الظفري. (2021) التنبؤ بالتحصيل الدراسي من خلال قلق الاختبار وقيمة المادة وتوجهات أهداف الإنجاز لدى طلبة المدارس الحكومية بسلطنة عمان. مجلة جامعة الشارقة للعلوم الانسانية والاجتماعية 18:2B, pages 222-246.
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Viviana M. Wuthrich, Jessica Belcher, Chris Kilby, Tess Jagiello & Catherine Lowe. (2021) Tracking stress, depression, and anxiety across the final year of secondary school: A longitudinal study. Journal of School Psychology 88, pages 18-30.
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Jeremy L. Hsu. (2021) Promoting Academic Integrity and Student Learning in Online Biology Courses. Journal of Microbiology & Biology Education 22:1.
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Jeremy L. Hsu & Gregory R. Goldsmith. (2021) Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE—Life Sciences Education 20:1, pages es1.
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Viviana M. Wuthrich, Tess Jagiello & Vanessa Azzi. (2020) Academic Stress in the Final Years of School: A Systematic Literature Review. Child Psychiatry & Human Development 51:6, pages 986-1015.
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Drew Lewis. (2019) Student Anxiety in Standards-based Grading in Mathematics Courses. Innovative Higher Education 45:2, pages 153-164.
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Sakhavat Mammadov. (2019) Being gifted in Turkey: Educational and social experiences of high-ability students. Gifted Education International 35:3, pages 216-236.
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Daniel A. Clark, Jason R. Crandall & Daniel H. Robinson. (2018) Incentives and test anxiety may moderate the effect of retrieval on learning. Learning and Individual Differences 63, pages 70-77.
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Nathaniel von der Embse, Dane Jester, Devlina Roy & James Post. (2018) Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders 227, pages 483-493.
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Jason C. Immekus & Dean McGee. (2016) The Measurement Invariance of the Student Opinion Scale across English and Non-English Language Learner Students within the Context of Low- and High-Stakes Assessments. Frontiers in Psychology 7.
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Nathaniel P. von der Embse, Brandon K. Schultz & Jeremy D. Draughn. (2015) Readying students to test: The influence of fear and efficacy appeals on anxiety and test performance. School Psychology International 36:6, pages 620-637.
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Niu Zhang & Ali Rabatsky. (2015) Effects of test stress during an objective structured clinical examination. Journal of Chiropractic Education 29:2, pages 139-144.
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Sarah A.M. Windsor, Kerry Rutter, David B. McKay & Noel Meyers. (2014) Embedding Graduate Attributes at the Inception of a Chemistry Major in a Bachelor of Science. Journal of Chemical Education 91:12, pages 2078-2083.
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David Putwain & Richard Remedios. (2014) Fear appeals used prior to a high-stakes examination: What makes them threatening?. Learning and Individual Differences 36, pages 145-151.
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Kari Røykenes, Kari Smith & Torill M.B. Larsen. (2014) ‘It is the situation that makes it difficult’: Experiences of nursing students faced with a high-stakes drug calculation test. Nurse Education in Practice 14:4, pages 350-356.
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E. Dominique Klein, Mirko Krüger, Svenja M. Kühn & Isabell van Ackeren. (2014) Wirkungen zentraler Abschlussprüfungen im Mehrebenensystem Schule. Eine Zwischenbilanz internationaler und nationaler Befunde und ForschungsdesiderataEffects of statewide exit exams in a multi-level school system. An interim report of international and national findings and research desiderata. Zeitschrift für Erziehungswissenschaft 17:1, pages 7-33.
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Natasha K. Segool, John S. Carlson, Anisa N. Goforth, Nathan von der Embse & Justin A. Barterian. (2013) HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING. Psychology in the Schools 50:5, pages 489-499.
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Carlos Zerpa, Krystal Hachey, Christina van Barneveld & Marielle Simon. (2011) Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics. SAGE Open 1:2, pages 215824401142180.
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Keith D. Ciani, Matthew A. Easter, Jessica J. Summers & Maria L. Posada. (2009) Cognitive biases in the interpretation of autonomic arousal: A test of the construal bias hypothesis. Contemporary Educational Psychology 34:1, pages 9-17.
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