Examining the role of social relationships in the association between neuroticism and test anxiety – results from a study with German secondary school students

References

• Adams, R. E., Santo, J. B., & Bukowski, W. M. (2011). The presence of a best friend buffers the effects of negative experiences. Developmental Psychology,47, 1786–1791. doi:10.1037/a0025401
   PubMed Web of Science ®Google Scholar
• Ahtola, A., Silinskas, G., Poikonen, P.-L., Kontoniemi, M., Niemi, P., & Nurmi, J.-E. (2011). Transition to formal schooling: Do transition practices matter for academic performance?Early Childhood Research Quarterly,26, 295–302. doi:10.1016/j.ecresq.2010.12.002
   Web of Science ®Google Scholar
• Aiken, L. S., Stein, J. A., & Bentler, P. M. (1994). Structural equation analyses of clinical subpopulation differences and comparative treatment outcomes: Characterizing the daily lives of drug addicts. Journal of Consulting and Clinical Psychology,62, 488–499. doi:10.1037//0022-006X.62.3.488
   PubMed Web of Science ®Google Scholar
• Arnett, J. J. (2007). Emerging adulthood, a 21st century theory: A rejoinder to hendry and kloep. Child Development Perspectives,1, 80–82. doi:10.1111/j.1750-8606.2007.00018.x
   Web of Science ®Google Scholar
• Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling,12, 37–41. doi:10.1073/pnas.0910967107
   Web of Science ®Google Scholar
• Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher–student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly,23, 3–15. doi:10.1037/1045-3830.23.1.3
   Web of Science ®Google Scholar
• Barber, B. K., & Olsen, J. A. (1997). Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers. Journal of Adolescent Research,12, 287–315. doi:10.1177/0743554897122008
   Web of Science ®Google Scholar
• Bester, G. (2007). Personality development of the adolescent: Peer group versus parents. South African Journal of Education,27, 177–190.
   Web of Science ®Google Scholar
• Biggs, B. K., Nelson, J. M., & Sampilo, M. L. (2010). Peer relations in the anxiety – depression link: Test of a mediation model. Anxiety, Stress & Coping: An International Journal,23, 431–447. doi:10.1080/10615800903406543
   PubMed Web of Science ®Google Scholar
• Biggs, B. K., Vernberg, E. M., & Wu, Y. P. (2012). Social anxiety and adolescents’ friendships: The role of social withdrawal. The Journal of Early Adolescence,32, 802–823. doi:10.1177/0272431611426145
   Web of Science ®Google Scholar
• Blumenthal, H., Leen-Feldner, E. W., Babson, K. A., Gahr, J. L., Trainor, C. D., & Frala, J. L. (2011). Elevated social anxiety among early maturing girls. Developmental Psychology,47, 1133–1140. doi:10.1037/a0024008
   PubMed Web of Science ®Google Scholar
• Bradley, R., McCraty, R., Atkinson, M., Arguelles, L., Rees, R. A., & Tomasino, D. (2007). Reducing test anxiety and improving test performance in America’s schools: Results from the TestEdge national demonstration study. Boulder Creek, CA: HeartMath Research Center, Institute of HeartMath.
   Google Scholar
• Brown, T. A. (2006). Confirmatory factor analysis. New York, NY: Guilford.
   Google Scholar
• Bryan, A., Schmiege, S. J., & Broaddus, M. R. (2007). Mediational analysis in HIV/AIDS research: Estimating multivariate path analytic models in a structural equation modeling framework. AIDS and Behavior,11, 365–383. doi:10.1007/s10461-006-9150-2
   PubMed Web of Science ®Google Scholar
• Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement?Journal of Educational Psychology,98, 1–13. doi:10.1037/0022-0663.98.1.1
   Web of Science ®Google Scholar
• Bukowski, W. M., Laursen, B., & Hoza, B. (2010). The snowball effect: Friendship moderates escalations in depressed affect among avoidant and excluded children. Development and Psychopathology,22, 749–757. doi:10.1017/s095457941000043x
   PubMed Web of Science ®Google Scholar
• Bukowski, W. M., Laursen, B., & Rubin, K. H.(2009). Social and emotional development (critical concepts in psychology) ( Vol. 3). London: Routledge.
   Google Scholar
• Camarena, P., Sarigiani, P., & Petersen, A. (1990). Gender-specific pathways to intimacy in early adolescence. Journal of Youth and Adolescence,19, 19–32. doi:10.1007/bf01539442
   PubMed Web of Science ®Google Scholar
• Cassadya, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology,27, 270–295. doi:10.1006/ceps.2001.1094
   Web of Science ®Google Scholar
• Cattell, R. B., & Scheier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. Oxford: Ronald.
   Google Scholar
• Chan, D. (2009). So why ask me? Are self-report data really that bad? In C. E.Lance, & R. J.Vandenberg (Eds.), Statistical and methodological myths and urban legends: Doctrine, verity and fable in organizational and social sciences (pp. 309–336). New York, NY: Routledge.
   Google Scholar
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology,97, 268–274. doi:10.1037/0022-0663.97.2.268
   Web of Science ®Google Scholar
• Christ, O., & Schlüter, E. (2012). Strukturgleichungsmodelle mit Mplus. Eine praktische Einführung [Structural equation modeling in Mplus. A practical introduction]. München: Oldenbourg.
   Google Scholar
• Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin,98, 310–357. doi:10.1037//0033-2909.98.2.310
   PubMed Web of Science ®Google Scholar
• Compas, B. E., Wagner, B. M., Slavin, L. A., & Vannatta, K. (1986). A prospective study of life events, social support, and psychological symptomatology during the transition from high school to college. American Journal of Community Psychology,14, 241–257. doi:10.1007/bf00911173
   PubMed Web of Science ®Google Scholar
• Conner, N. W., & Fraser, M. W. (2011). Preschool social–emotional skills training. A controlled pilot test of the making choices and strong families programs. Research on Social Work Practice,21, 699–711. doi:10.1177/1049731511408115
   Web of Science ®Google Scholar
• Cortina, K. S., (2008). Test anxiety. Performance anxiety. In W.Schneider & M.Hasselhorn (Eds.), Handbook of educational psychology (Vol. 1, pp. 50–61). Göttingen: Hogrefe.
   Google Scholar
• deRaad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality,10, 303–336. doi:0.1002/(SICI)1099-0984(199612)10:5<303:AID-PER262>3.0.CO;2-2
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1990). Intrinsic motivation and self-determination in human behavior ( Vol. 3). New York, NY: Plenum Press.
   Google Scholar
• DiMaria, F., & DiNuovo, S. (1990). Gender differences in social and test anxiety. Personality and Individual Differences,11, 525–530. doi:10.1016/0191-8869(90)90066-z
   Web of Science ®Google Scholar
• Dimitrov, D. M. (2006). Comparing groups on latent variables: A structural equation modeling approach. Work,26, 429–436.
   PubMedGoogle Scholar
• Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology,76, 628–644. doi:10.1037/0022-3514.76.4.628
   PubMed Web of Science ®Google Scholar
• Endler, N. S. (1997). Stress, anxiety and coping: The multidimensional interaction model. Canadian Psychology/Psychologie Canadienne,33, 136–153. doi:10.1037/0708-5591.38.3.136
   Web of Science ®Google Scholar
• Ergene, T. (2003). Effective interventions on test anxiety reduction a meta-analysis. School Psychology International,24, 313–328. doi:10.1177/01430343030243004
   Web of Science ®Google Scholar
• Ernst, C. (2001). The better and the worse half? Gender differences in the prevalence of mental diseases from an epidemiological perspective. In A.Riecher-Rösler & A.Rohde (Eds.), Mental disorders in women (pp. 47?61). Basel: Karger.
   Google Scholar
• Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress & Coping: An International Journal,24, 167–178. doi:10.1080/10615806.2010.488723
   PubMed Web of Science ®Google Scholar
• Eysenck, M. W. (1997). Anxiety and cognition: A unified theory. Hove: Lawrence Erlbaum Associates.
   Google Scholar
• Finney, S. J., & Di Stefano, C. (2006). Non–normal and categorical data in structural equation modeling. In G. R.Hancock & R. O.Mueller (Eds.), Structural equation modeling. A second course (pp. 269–314). Greenwich, CT: IAP.
   Google Scholar
• Fitch, B. D. (2004). A test of the relationship between personality traits and test anxiety (Unpublished doctoral dissertation). Fielding Graduate University, Santa Barbara, CA.
   Google Scholar
• Flanagan, K. S., Erath, S. A., & Bierman, K. L. (2008). Unique associations between peer relationships and social anxiety in early adolescence. Journal of Clinical Child and Adolescent Psychology,37, 759–769. doi:10.1080/15374410802359700
   PubMed Web of Science ®Google Scholar
• Flett, G. L., Hewitt, P. L., & Dyck, D. G. (1989). Self-oriented perfectionism, neuroticism and anxiety. Personality and Individual Differences,10, 731–735. doi:10.1016/0191-8869(89)90119-0
   Web of Science ®Google Scholar
• Friedman, I. A., & Bedas–Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement,57, 1035–1047. doi:10.1177/0013164497057006012
   Web of Science ®Google Scholar
• Frydenberg, E. (Ed.). (2002). Beyond coping: Meeting goals, visions, and challenges. New York, NY: Oxford University Press.
   Google Scholar
• Gaspar de Matos, M., Barrett, P., Dadds, M., & Shortt, A. (2003). Anxiety, depression, and peer relationships during adolescence: Results from the Portuguese national health behaviour in school-aged children survey. European Journal of Psychology of Education,18, 3–14. doi:10.1007/BF03173600
   Web of Science ®Google Scholar
• Ge, X., Conger, R., & Elder, G. (2001). The relation between puberty and psychological distress in adolescent boys. Journal of Research on Adolescence,11, 49–70. doi:10.1111/1532-7795.00003
   Web of Science ®Google Scholar
• Geiser, C. (2010). Datenanalyse mit Mplus: Eine anwendungsorientierte Einführung [Data analysis with Mplus: An application-oriented introduction]. Wiesbaden: VS.
   Google Scholar
• Gilles, P.-Y., & Bailleux, C. (2001). Personality traits and abilities as predictors of academic achievement. European Journal of Psychology of Education,16, 3–15. doi:10.1007/bf03172991
   Web of Science ®Google Scholar
• Grills, A. E., & Ollendick, T. H., (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of Clinical Child & Adolescent Psychology,31, 59–68. doi:10.1207/S15374424JCCP3101_08
   PubMed Web of Science ®Google Scholar
• Hale, W. W., Klimstra, T., & Meeus, W. (2010). Is the generalized anxiety disorder symptom of worry just another form of neuroticism? A five-year longitudinal study of adolescents from the general population. Journal of Clinical Psychiatry,71, 942–948. doi:10.4088/JCP.09m05506blu
   PubMed Web of Science ®Google Scholar
• Healey, J. F. (2012). Statistics: A tool for social research ( Vol. 9). Wadsworth, CA: Cengage Learning.
   Google Scholar
• Hill, K. T., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary School Journal,85, 105–126.
   Web of Science ®Google Scholar
• Hodapp, V., Laux, L., & Spielberger, C. D. (1982). Theorie und Messung der emotionalen und kognitiven Komponente der Prüfungsangst [Theory and measurement of emotional and cognitive components of test anxiety]. Zeitschrift für Differentielle und Diagnostische Psychologie,3, 169–184.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal,6, 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Imasa, L. A. (2012). An examination of the role of school climate in adolescent test anxiety (Unpublished Doctoral dissertation). Retrieved from http://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1444&context=oa_dissertations
   Google Scholar
• Ittel, A., & Raufelder, D. (2009). Lehrerrolle- Schülerrolle. Wie Interaktion gelingen kann [The role of teachers and students. How interaction can be successful]. Göttingen: Vandenhoeck & Ruprecht.
   Google Scholar
• Kass, R. G., & Fish, J. M. (1991). Positive reframing and the test performance of test anxious children. Psychology in the Schools,28, 43–52. doi:10.1002/1520-6807(199101)28:1<43:AID-PITS2310280108>3.0.CO;2-I
   Web of Science ®Google Scholar
• Kondo, D. (1997). Strategies for coping with test anxiety. Anxiety, Stress and Coping,10, 203–215.
   Web of Science ®Google Scholar
• Kunter, M., Schümer, G., Artelt, C., Baumert, J., Klieme, E., Neubrand, M., … Weiß, M. (2002). Dokumentation der Erhebungsinstrumente [Documentation of the data collection instruments] (Vol. 72). Berlin: Max-Planck-Institut für Bildungsforschung.
   Google Scholar
• Lachance, M. J., Beaudoin, P., & Robitaille, J. (2003). Adolescents’ brand sensitivity in apparel: Influence of three socialization agents. International Journal of Consumer Studies,27, 47–57. doi:10.1046/j.1470-6431.2003.00261.x
   Google Scholar
• Larose, S., & Boivin, M. (1998). Attachment to parents, social support expectations, and socioemotional adjustment during the high school-college transition. Journal of Research on Adolescence,8, 1–27. doi:10.1207/s15327795jra0801_1
   Web of Science ®Google Scholar
• Leary, M. R., & Baumeister, R. F. (2000). The nature and function of self-esteem: Sociometer theory. In M. P.Zanna (Ed.), Advances in experimental social psychology (Vol. 32, pp. 1–62). San Diego, CA: Academic Press.
   Google Scholar
• Lee, R. M., & Robbins, S. B. (1998). The relationship between social connectedness and anxiety, self-esteem, and social identity. Journal of Counseling Psychology,45, 338–345.
   Web of Science ®Google Scholar
• Lowe, P. A., & Ang, R. P. (2012). Cross–cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS–E). Educational Psychology,32, 107–126. doi:10.1080/01443410.2011.625625
   Web of Science ®Google Scholar
• Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the Test Anxiety Scale for Elementary students (TAS–E) scores. Journal of Psychoeducational Assessment,29, 503–514. doi:10.1177/0734282910395894
   Web of Science ®Google Scholar
• Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Belknap Press.
   Google Scholar
• Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education,27, 483–498. doi:10.1007/s10212-011-0090-5
   Web of Science ®Google Scholar
• MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.
   Google Scholar
• Margalit, M., & Eysenck, S. (1990). Prediction of coherence in adolescence: Gender differences in social skills, personality, and family climate. Journal of Research in Personality,24, 510–521. doi:10.1016/0092-6566(90)90036-6
   Web of Science ®Google Scholar
• May, R. (1950). The meaning of anxiety. In R.May (Ed.), The meaning of anxiety (pp. 3–16). New York, NY: Ronald Press.
   Google Scholar
• McCrae, R. R. (1990). Controlling neuroticism in the measurement of stress. Stress Medicine,6, 237–241. doi:10.1002/smi.2460060309
   Google Scholar
• McCrae, R. R., Costa, P. T., Terracciano, A., Parker, W. D., Mills, C. J., DeFruyt, F., & Mervielde, I. (2002). Personality trait development from age 12 to age 18. Journal of Personality and Social Psychology,83, 1456–1468. doi:10.1037/0022-3514.83.6.1456
   PubMed Web of Science ®Google Scholar
• McNaughton, N. (2011). Trait anxiety, trait fear and emotionality: The perspective from non-human studies. Personality and Individual Differences,50, 898–906. doi:10.1016/j.paid.2010.07.011
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. (1998–2010). Mplus user’s guide. ( 6th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Mychailyszyn, M. P., Beidas, R. S., Benjamin, C. L., Edmunds, J. M., Podell, J. L., Cohen, J. S., & Kendall, P. C. (2011). Assessing and treating child anxiety in schools. Psychology in the Schools,48, 223–232. doi:10.1002/pits.20548
   PubMed Web of Science ®Google Scholar
• Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin,113, 99–128. doi:10.1037/0033-2909.113.1.99
   PubMed Web of Science ®Google Scholar
• Ong, A. D., & VanDulmen, M. H. M. (2007). Oxford handbook of methods in positive psychology. Oxford: Oxford University Press.
   Google Scholar
• Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J.Heckhausen (Ed.), Motivational psychology of human development. Developing motivation and motivating development(pp. 143–164). New York, NY: Elsevier.
   Google Scholar
• Pekrun, R. (2001). Test anxiety and academic achievement. In N. J.Smelser, & P. B.Baltes (Eds.), International encyclopedia of the social & behavioral sciences (1st ed.). (pp. 15610–15614). New York, NY: Elsevier.
   Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods,40, 879–891. doi:10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Putwain, D. (2007). Researching academic stress and anxiety in students: Some methodological considerations. British Educational Research Journal Volume,33, 207–219. doi:10.1080/01411920701208258
   Web of Science ®Google Scholar
• Raffety, B. D., Smith, R. E., & Ptacek, J. T. (1997). Facilitating and debilitating trait anxiety, situational anxiety, and coping with an anticipated stressor. Journal of Personality and Social Psychology,72, 892–906. doi:10.1037/0022-3514.72.4.892
   PubMed Web of Science ®Google Scholar
• Rammstedt, B., & John, O. P. (2005). Kurzversion des Big Five Inventory (BFI-K): Entwicklung und Validierung eines ökonomischen Inventars zur Erfassung der fünf Faktoren der Persönlichkeit [Short version of the Big Five Inventory (BFI-K): Development and validation of an economic inventory for measuring the five factors of personality]. Diagnostica,51, 195–206. doi:10.1026/0012-1924.51.4.195
   Web of Science ®Google Scholar
• Raufelder, D. (2007). Of power games to sympathy gestures. The relation of teachers and students in the educational process. Marburg: Tectum Verlag.
   Google Scholar
• Rigby, K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence,23, 57–68. doi:10.1006/jado.1999.0289
   PubMed Web of Science ®Google Scholar
• Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin,130, 261–288. doi:10.1037/0033-2909.130.2.261
   PubMed Web of Science ®Google Scholar
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement. A meta-analytic approach. Review of Educational Research,81, 493–529. doi:10.3102/0034654311421793
   Web of Science ®Google Scholar
• Rost, D. H., & Schermer, F. J. (2006). Performance anxiety. In D. H.Rost (Ed.), Handbool educational psychology (pp. 404?415). Weinheim: Psychologie Verlags Union.
   Google Scholar
• Rouxel, G. (1999). Path analyses of the relations between self-efficacy, anxiety and academic performance. European Journal of Psychology of Education,14, 403–421. doi:10.1007/BF03173123
   Web of Science ®Google Scholar
• Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents' motivation, engagement, and achievement in school. Educational Psychologist,35, 101?111. doi:10.1207/S15326985EP3502_4
   Web of Science ®Google Scholar
• Schroeder, L. (2006). What high-stakes testing means for the emotional well-being of students and teachers (Dorctoral dissertation). Retrieved EBSCOhost psyh database, from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-99007-080&site=ehost-live
   Google Scholar
• Schwarzer, R. (2000). Streß, Angst und Handlungsregulation [Stress, anxiety and action regulation] (Vol. 4). Stuttgart: Kohlhammer.
   Google Scholar
• Seidman, E., Allen, L., Aber, J., Mitchell, C., & Feinman, J. (1994). The impact of school transitions in early adolescence on the self-system and perceived social context of poor urban youth. Child Development,65, 507–522. doi:10.1111/j.1467-8624.1994.tb00766.x
   PubMed Web of Science ®Google Scholar
• Seifert, T., & Schulz, H. (2007). The effects of pubertal timing and school transition on preadolescents’well-weing. Canadian Journal of School Psychology,22, 219–234. doi:10.1177/0829573507302674
   Google Scholar
• Seiffge-Krenke, I. (1995). Stress, coping, and relationships in adolescence. Mahwah, NJ: Erlbaum.
   Google Scholar
• Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods,7, 422–445.
   PubMed Web of Science ®Google Scholar
• Spielberger, C. D., & Vagg, P. R. (Eds.) (1995). Test anxiety: Theory, assessment, and treatment. Washington, DC: Taylor & Francis.
   Google Scholar
• Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress & Coping,17, 213?226. doi:10.1080/10615800412331292615
   Web of Science ®Google Scholar
• Szabó, M. (2011). The emotional experience associated with worrying: Anxiety, depression, or stress?Anxiety, Stress & Coping: An International Journal,24, 91–105. doi:10.1080/10615801003653430
   PubMed Web of Science ®Google Scholar
• Tausch, R., & Tausch, A.-M. (1998). Erziehungs-psychologie. Begegnung von Person zu Person [Educational psychology. Encounter from person to person] (Vol. 11, korrigierte Auflage). Göttingen: Hogrefe.
   Google Scholar
• Townsend, M. A. R., & Mahoney, P. (1981). Humor and anxiety: Effects on class test performance. Psychology in the Schools,18, 228–234. doi:10.1002/1520-6807(198104)18:2<228:aid-pits2310180221>3.0.co;2-n
   Web of Science ®Google Scholar
• Twenge, J. M. (2000). The age of anxiety? The birth cohort change in anxiety and neuroticism, 1952–1993. Journal of Personality and Social Psychology,79, 1007–1021. doi:10.1037/0022-3514.79.6.1007
   PubMed Web of Science ®Google Scholar
• Uliaszek, A. A., Zinbarg, R. E., Mineka, S., Craske, M. G., Sutton, J. M., Griffith, J. W., & Hammen, C. (2010). The role of neuroticism and extraversion in the stress–anxiety and stress–depression relationships. Anxiety, Stress & Coping: An International Journal,23, 363–381. doi:10.1080/10615800903377264
   PubMed Web of Science ®Google Scholar
• Von derEmbse, N., Barterian, J., & Segool, N. (2012). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools,50, 57–71. doi:10.1002/pits.21660
   Web of Science ®Google Scholar
• Wampler, R., Munsch, J., & Adams, M. (2002). Ethnic differences in grade trajectories during the transition to junior high. Journal of School Psychology,40, 213–237. doi:10.1111/j.1467-8624.1994.tb00766.x
   Web of Science ®Google Scholar
• Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology,35, 193–202. doi:10.1016/j.cedpsych.2010.03.002
   Web of Science ®Google Scholar
• Wentzel, K. R., & McNamara, C. C. (1999). Interpersonal relationships, emotional distress, and prosocial behavior in middle school. The Journal of Early Adolescence,19, 114–125. doi:10.1177/0272431699019001006
   Web of Science ®Google Scholar
• Wild, E., Hofer, M., & Pekrun, R. (2006). Psychology of learning. In A.Krapp & B.Weidenmann (Eds.), Educational psychology. A textbook (Vol. 5, pp. 203–265). Weinheim: Beltz.
   Google Scholar
• Williams, J. E. (1996). Gender-related worry and emotionality test anxiety for high-achieving students. Psychology in the Schools,33, 159–162. doi:10.1002/(SICI)1520-6807(199604)33:2<159:AID-PITS9>3.0.CO;2-M
   Web of Science ®Google Scholar
• Wit, D. J. D., Karioja, K., Rye, B. J., & Shain, M. (2011). Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties. Psychology in the Schools,48, 556–572. doi:10.1002/pits.20576
   Web of Science ®Google Scholar
• Yousefi, F. (2012). Depression, test-anxiety, memory and academic achievement. Saarbrücken: LAP Lambert.
   Google Scholar
• Yuan, K.-H., & Bentler, P. M. (2004). On chi-square difference and z-tests in mean and covariance structure analysis when the base model is misspecified. Educational and Psychological Measurement,64, 737–757. doi:10.1177/0013164404264853
   Web of Science ®Google Scholar
• Zeidner, M. (1998). Test anxiety. The state of the art. New York, NY: Plenum.
   Google Scholar
• Zeidner, M. (2004). Test anxiety. In C. D.Spielberger (Ed.), Encyclopedia of applied psychology (1st ed., pp. 545–556). New York, NY: Elsevier.
   Google Scholar
• Zhang, X., & Nurmi, J.-E. (2012). Teacher–child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology,33, 125–135. doi:10.1016/j.appdev.2012.03
   Web of Science ®Google Scholar