Control, Anxiety and Test Performance: Self-Reported and Physiological Indicators of Anxiety as Mediators

Autor/inn/en	Roos, Anna-Lena; Goetz, Thomas; Krannich, Maike; Donker, Monika; Bieleke, Maik; Caltabiano, Anna; Mainhard, Tim
Titel	Control, Anxiety and Test Performance: Self-Reported and Physiological Indicators of Anxiety as Mediators
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.72-89 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roos, Anna-Lena) ORCID (Goetz, Thomas) ORCID (Krannich, Maike) ORCID (Bieleke, Maik) ORCID (Mainhard, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12536
Schlagwörter	Elementary School Students; Grade 8; Test Anxiety; Scores; Physiology; Self Control; Measurement Techniques + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Examination phobia; Testangst; Prüfungsangst; Physiologie; Selbstbeherrschung; Messtechnik
Abstract	Background: This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). Aims: We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. Sample: The study comprised 50 eighth graders. Methods: Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. Results: Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. Conclusions: Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01