829
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Anxiety and performance during tests: the roles of coping and updating

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon

References

  • Burcaş, S., & Zeno Creţu, R. (2020). Multidimensional perfectionism and test anxiety: A meta-analytic review of two decades of research. Educational Psychology Review, 33(1), 249–273. https://doi.org/10.1007/s10648-020-09531-3
  • Cea, M. A. (2002). Análisis multivariable: Teoría y práctica en la investigación social. Síntesis.
  • Chin, E., Williams, M. H., Taylor, J. E., & Harvey, S. H. (2017). The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. Learning and Individual Differences, 54, 1–8. https://doi.org/10.1016/j.lindif.2017.01.002
  • Cortes, A., Moyan, N., & Quílez, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
  • Eysenck, M., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409–434. https://doi.org/10.1080/02699939208409696
  • Eysenck, M., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336–353. https://doi.org/10.1037/1528-3542.7.2.336
  • Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172–179. https://doi.org/10.1111/j.1467-9280.2006.01681.x
  • Furlan, L. (2006). Ansiedad ante los exámenes. ¿Qué se evalúa y cómo? Revista Evaluar, 6(1), 32–51. https://doi.org/10.35670/1667-4545.v6.n1.533
  • Garnefski, N., & Kraaij, V. (2018). Specificity of relations between adolescents’ cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognition and Emotion, 32(7), 1401–1408. https://doi.org/10.1080/02699931.2016.1232698
  • Hair, J. F., Hult, G. T., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications.
  • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77. https://doi.org/10.3102/00346543058001047
  • Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model missespecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
  • Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 329–341. https://doi.org/10.1080/03054985.2022.2079616
  • Lowe, P. A. (2020). The test anxiety measure for college students-short form: Development and examination of its psychometric properties. Journal of Psychoeducational Assessment, 39(2), 139–152. https://doi.org/10.1177/0734282920962947
  • Mashal, N. M., Beaudreau, S. A., Hernández, M. A., Cackler, R., Romaniak, H., Eun Shin, K., Paller, K. A., & Zinbarg, R. E. (2020). A brief worry reappraisal paradigm (REAP) increases coping with worries. Cognitive Therapy and Research, 44(1), 216–228. https://doi.org/10.1007/s10608-019-10053-8
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
  • PPPAA. (2014). La Prueba de Aptitud Académica. In Smith, V. (Ed.), Compendio de Instrumentos de Medición del IIP (pp. 286–293). Publicaciones del IIP-UCR. https://www.iip.ucr.ac.cr/sites/default/files/contenido/cuamet6.PDF
  • Putwain, D. W. (2008). Test anxiety and GCSE performance: The effect of gender and socio‐economic background. Educational Psychology in Practice, 24(4), 319–334. https://doi.org/10.1080/02667360802488765
  • R Core Team. (2016). R: A language and environment for statistical computing (3.3.2) [Computer software]. R Foundation for Statistical Computing. https://www.R-project.org/
  • Rodríguez-Villagra, O. A. (2015). Modelos de variables latentes, modelación cognitiva y memoria de trabajo: un punto de encuentro. Actualidades en Psicología, 29(119), 43–62. https://doi.org/10.15517/ap.v29i119.18850
  • Rojas, L. (2021). Mecanismos subyacentes a la asociación de la ansiedad ante los exámenes con el rendimiento en pruebas [Tesis para optar por el grado de Doctorado en Educación]. Universidad de Costa Rica.
  • Rojas, L., Rojas, G., & Brizuela, A. (2018). The use of measurement invariance with dichotomous variables as evidence of validity. Revista Evaluar, 18(2). https://doi.org/10.35670/1667-4545.v18.n2.20807
  • Rojas-Torres, L., Furlan, L., Sánchez-Rosas, J., & Rojas-Rojas, G. (2022). Construcción y validación de la Escala de Afrontamiento de la Ansiedad durante los Exámenes. Ansiedad y Estrés, 28(2), 81–90. https://doi.org/10.5093/anyes2022a9
  • Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. http://www.jstatsoft.org/v48/i02/
  • Salend, S. J. (2012). Teaching students not to sweat the test. PDK International, 93(6), 20–25. https://doi.org/10.1177/003172171209300605
  • Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46(4), 929–938. https://doi.org/10.1037/0022-3514.46.4.929
  • Shi, R., Sharpe, L., & Aboot, M. (2019). A meta-analysis of the relationship between anxiety and attentional control. Clinical Psychology Review, 72(101754), 101754. https://doi.org/10.1016/j.cpr.2019.101754
  • Stolte, M., García, T., Van Luit, J., Orange, J., & Kroesbergen, E. H. (2020). The contribution of executive functions in predicting mathematical creativity in typical elementary school classes: A twofold role for updating. Journal of Intelligence, 8(2), 26. https://doi.org/10.3390/jintelligence8020026
  • Vanstone, D. M., & Hicks, R. E. (2019). Transitioning to university: Coping styles as mediators between adaptive-maladaptive perfectionism and test anxiety. Personality and Individual Differences, 141, 68–75. https://doi.org/10.1016/j.paid.2018.12.026
  • Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
  • Wine, J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92–104. https://doi.org/10.1037/h0031332
  • Zeidner, M. (1998). Test anxiety: The state of art. Kluwer Academic Publishers.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.