Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory: evidence for gender-specific patterns

Abstract

Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test anxiety (TA) predictors as proposed by CVT. A sample of German adolescent students (N = 845) completed questionnaires that measured their school-related self-efficacy, test-related cognitions (expected grades and their perceived relevance) and the two major facets of TA: worry and emotionality. Multi-group structural equation modelling was used to test for gender differences in the interplay of the variables. Findings supported the assumptions of CVT for girls and boys, in that the proposed structure of relationships among the various predictors of TA was largely equivalent for both genders. However, emotionality was not related to subjective relevance for boys. Implications for further research on predictors of anxiety and its application to the school context are discussed.

Keywords:

• test anxiety
• control-value theory
• gender
• self-efficacy
• grades
• adolescence

Acknowledgements

The research reported in this article was supported by a grant from The Volkswagen Foundation (Schumpeter Fellowship, II/84 452). The authors would like to thank the principals, teachers, parents and students for their cooperation in making these studies possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Volkswagen Foundation, Schumpeter Fellowship, II/84 452.