Approach/avoidance motives, test emotions, and emotional regulation related to testing

Anxiety, Stress and Coping

Volumn 21, Issue 3, 2008, Pages 263-281

  Schutz, Paul A ^a   Benson, Jeri ^b   Decuir Gunby, Jessica T ^c  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b UNIVERSITY OF FLORIDA   (United States)

^c NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

Emotion; Emotional regulation; Testing

Indexed keywords

ADULT; ANXIETY; ARTICLE; EDUCATION; EMOTION; FACTORIAL ANALYSIS; FEMALE; HUMAN; MALE; MOTIVATION; PERSONALITY TEST; PSYCHOLOGICAL ASPECT; REPRODUCIBILITY; STUDENT; UNITED STATES; VALIDATION STUDY;

ADULT; ANXIETY; EDUCATIONAL MEASUREMENT; EMOTIONS; FACTOR ANALYSIS, STATISTICAL; FEMALE; HUMANS; MALE; MOTIVATION; REPRODUCIBILITY OF RESULTS; STUDENTS; TEST ANXIETY SCALE; UNITED STATES;

EID: 47049086472     PISSN: 10615806     EISSN: 14772205     Source Type: Journal    
DOI: 10.1080/10615800701787672     Document Type: Article

References (53)

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
3. Beck, A. T., & Emery, G. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
4. Benson, J. (1998). Developing a strong program of construct validation: A test anxiety example. Educational Measurement: Issues and Practices, 17, 10-17.
5. Boekaerts, M. (2001). Context sensitivity: Activated motivational beliefs, current concerns and emotional arousal. In: S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp.17-31) Amsterdam: Elsevier Science.
6. Bolger, N. (1990). Coping as a personality process: A prospective study. Journal of Personality and Social Psychology, 59, 525-537.
7. Carver, C. S., & Scheier, M. F. (1994). Situational coping and coping dispositions in a stressful transaction. Journal of Personality and Social Psychology, 66, 184-195.
8. Carver, C. S., Scheier, M. F., & Weintraub J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
9. Carver, S. C., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 41-84). San Diego, CA: Academic Press.
10. Covington, M. V., & Mueller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157-176.
11. Cronbach, L., & Meehl, P. (1955). Construct validation of psychological tests. Psychological Bulletin, 52, 281-302.
12. Eccles, J. (1983). Expectancies, values and academic behavior. In J. T. Spence (Ed.) Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
13. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
14. Ellsworth, P. C., & Scherer, K. R. (2003). Appraisal processes in emotion. In R. J. Davidson, K. R. Scherer, & H. Hill Goldsmith (Eds.), Handbook of affective sciences (pp. 572-595). New York: Oxford University Press.
15. Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150-170.
16. Frijda, N. H. (1993). The place of appraisal in emotion. Cognition and Emotion, 7, 357-387.
17. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299.
18. Gross, J. J., Richards, J. M., & John, O. P. (2006). Emotion regulation in everyday life. In D. K. Snyder, J. A. Simpson, & J. N. Hughes (Eds.), Emotion regulation in families: Pathways to dysfunction and health (pp. 13-35). Washington, DC: American Psychological Association.
19. Hagtvet, K., & Benson, J. (1997). The motive to avoid failure and test anxiety responses: Empirical support for the integration of two research traditions. Anxiety, Stress, and Coping, 10, 35-57.
20. Hagtvet, K., & Zou, L. (2000). Conceptual and empirical components of an internal domain study: An illustration in terms of the Achievement Motives Scale. Scandinavian Journal of Educational Research, 44, 49-78.
21. Kondo, D. S. (1997). Strategies for coping with test anxiety. Anxiety, Stress, and Coping, 10, 203-215.
22. Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
23. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
24. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.
25. McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381-395.
26. Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (3rd edn) (pp. 13-104). Washington, DC: American Council on Education.
27. Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performance as scientific inquiry into score meaning. American Psychologist, 50, 741-749.
28. Morris, W N. (1989). Mood: The frame of mind. New York: Springer-Verlag.
29. Morris, W N., & Reilly, N. P. (1987). Toward the self-regulation of mood: Theory and research. Motivation and Emotion, 11, 215-249.
30. Oaten, M., & Cheng, K. (2005). Academic examination stress impairs self-control. Journal of Social and Clinical Psychology, 24(2), 254-279.
31. Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. In C. L. Cooper, & I. T. Robertson (Eds.), International review of industrial and organizational psychology (Vol. 7, pp. 153-200). Chichester, England: Wiley.
32. Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287-316.
33. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
34. Rand, P. (1978). Some validation data for the Achievement Motive Scale (AMS). Scandinavian Journal of Educational Research, 22, 155-171.
35. Roseman, I. J. (1991). Appraisal determinants of discrete emotions. Cognition and Emotion, 5, 161-200.
36. Russell, J. A., & Barrett, L. F. (1999). Core affect, prototypical emotional episodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76(5), 805-819.
37. Scherer, K. R. (1993). Studying the emotion antecedent appraisal process: An expert system approach. Cognition and Emotion, 7, 325-355.
38. Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35, 243-255.
39. Schutz, P. A., Davis, H. A., & Schwanenflugel, P. J. (2002). Personal theories of emotion and emotional regulation during test taking. Journal of Experimental Education, 70, 316-342.
40. Schutz, P. A., & DeCuir J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37, 125-134.
41. Schutz, P. A., DiStefano, C., Benson, J., & Davis, H. A. (2004). The development of a scale for emotional regulation during test taking. Anxiety, Stress and Coping: An International Journal, 17, 253-269.
42. Smith, C. A. (1991). The self, appraisal and coping. In C. R. Snyder, & D. R. Forsyth (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 116-137). Elmsford, NY: Pergamon.
43. Smith, C. A., & Ellsworth, P. C. (1987). Patterns of appraisal and emotions related to taking exams. Journal of Personality and Social Psychology, 52, 475-488.
44. Smith, C. A., & Kirby, L. D. (2001). Toward delivering on the promise of appraisal theory. In K. R. Scherer, A. Schorr, & T. Johnsone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 121-138). New York: Oxford University Press.
45. Stober, J., & Pekrun R. (2004). Editorial: Advances in test anxiety research. Anxiety, Stress, and Coping, 17, 205-211.
46. Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. In N. A. Fox (Ed.), The development of emotional regulation: Biological and behavioral considerations (pp. 25-52). Chicago: The University of Chicago Press.
47. Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573.
48. Weiner, B. (2007). Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion and education. (pp. 75-88) San Diego, CA: Elsevier Inc.
49. Wigfield, A., & Eccles, J. (1992). The development of achievement task value: A theoretical analysis. Developmental Review, 12, 265-310.
50. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236-250.
51. Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
52. Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion and education. (pp. 165-184) San Diego, CA: Elsevier Inc.
53. Zohar, D. (1998). An additive model of test anxiety: Role of exam-specific expectations. Journal of Educational Psychology, 90, 330-340.