Is the relationship between competence beliefs and test anxiety influenced by goal orientation?

Learning and Individual Differences

Volumn 20, Issue 1, 2010, Pages 8-13

  Putwain, David William ^a   Daniels, Rachel Anne ^a  

^a EDGE HILL UNIVERSITY   (United Kingdom)

Author keywords

Academic self concept; Achievement goals; Competence beliefs; Test anxiety

Indexed keywords

EID: 71449113864     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.10.006     Document Type: Article

References (43)

1. Aiken L.S., and West S.G. Multiple regression: Testing and interpreting interactions (1991), Sage, Newbury Park, CA
2. Anderman E.M., and Young A.J. Motivation and strategy use in Science: Individual differences and classroom effects. Journal of Research in Science Teaching 31 (1994) 811-831
3. Baron R.M., and Kenny D.A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology 51 (1986) 1173-1182
4. Bong M., and Skaalvik E.M. Academic self-concept and self-efficacy: How different are they really. Educational Psychology Review 15 (2003) 1-40
5. Byrne B.M. Measuring self-concept across the life span: Issues and instrumentation (1996), American Psychological Association, Washington, DC
6. Chamorro-Premuzic T., Ahmetoglu G., and Furnham A. Little more than personality: dispositional determinants of test anxiety (the big five, core self-evaluations and self-assessed intelligence). Learning and Individual Differences 18 (2008) 258-263
7. Chinn S.J. The trouble with Maths (2004), Routledge/ Falmer, Abingdon
8. Chinn S.J. Mathematics anxiety in secondary students in England. Dyslexia 15 (2008) 61-68
9. Cohen J. A power primer. Psychological Bulletin 122 (1992) 155-159
10. Conroy D.E., and Elliot A.J. Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg. Anxiety, Stress and Coping 17 (2004) 271-285
11. th April 2009).
12. Elliot A.J. A conceptual history of the achievement goals construct. In: Elliot A.J., and Dweck C.S. (Eds). Handbook of Competence and Motivation (2005), Guildford Press, London 52-72
13. Elliot A.J., and McGregor H.A. Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 76 (1999) 628-644
14. Elliot A.J., and McGregor H.A. A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology 80 (2001) 501-519
15. Elliot A.J., and Pekrun R. Emotion in the hierarchical model of approach-avoidance achievement motivation. In: Schutz P.A., and Pekrun R. (Eds). Emotion in Education. (2007), Elsevier, Burlington, MA
16. Field A.P., and Davey G.C.L. Conditioning models of childhood anxiety. In: Silverman W.K., and Treffers P.A. (Eds). Anxiety disorders in children and adolescents: research, assessment and intervention. (2001), Cambridge University Press, Cambridge
17. Goetz T., Preckel F., Zeidner M., and Schleyer E. Big fish in big ponds: A multilevel analysis of test anxiety and achievement in gifted classes. Anxiety, Stress and Coping 21 (2008) 185-198
18. Helzer E.G., Connor-Smith J.K., and Reed M.A. Traits, states, and attentional gates: Temperament and threat relevance as predictors of attentional bias to social threat. Anxiety, Stress and Coping 22 (2009) 57-76
19. Hembree R. Correlates, causes, and treatment of test anxiety. Review of Educational Research 58 (1988) 47-77
20. Lieberman D.A., and Remedios R. Do undergraduates' motives for studying change as they progress through their degrees?. British Journal of Educational Psychology 77 (2007) 379-395
21. Lowe P.A., Lee S.W., Witteborg K.M., Pritchard K.W., Luhr M.E., et al. The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psycheducational Assessment 26 (2008) 215-230
22. Marsh H.W. Self Description Questionnaire (SDQ) II: A theoretical and empirical a basis for the measurement of multiple dimensions of adolescent self-concept. A test manual and research monograph. Macarthur, New South Wales, Australia: The University of Western Australia, Faculty of Education (1992)
23. Marsh H.W. Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology (2006), The British Psychological Society Education Section, Leicester
24. Martin A.J., Marsh H.W., and Debus R.L. Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from self-protection perspective. Journal of Educational Psychology 93 (2001) 87-102
25. McGregor H.A., and Elliot A.J. Achievement goals as predictors of achievement related processes prior to task engagement. Journal of Educational Psychology 94 (2002) 381-395
26. Midgley C., and Urdan T. Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence 15 (1995) 389-411
27. Oostedam R., and Meijer J. Influence of test anxiety on measurement of intelligence. Psychological Reports 92 (2003) 3-20
28. Pekrun R., Goetz T., Titz W., and Perry R.P. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37 (2002) 91-105
29. Pekrun R., Frenzel A.C., Goetz T., and Perry R.P. The control-value theory of achievement emotions: An integrative approach to emotions in education. In: Schutz P.A., and Pekrun R. (Eds). Emotion in Education. (2007), Elsevier, Burlington, MA
30. Preiss R.W., Gayle B.M., and Allen M. Test anxiety, academic self-efficacy, and study skills: A meta-analytic review. In: Gayle B.M., Preiss R.W., and Allen M. (Eds). Classroom Interaction and Instructional Processes: A Meta-Analytic Review. (2006), Lawrence Erlbaum Associates, Mahwah, NJ
31. Proost K., Derous E., Schreurs B., Hagtvet K.A., and De Witte K. Selection test anxiety: Investigating applicants' self- versus other-referenced anxiety in a real selection setting. International Journal of Selection and Assessment 16 (2008) 14-25
32. Putwain D.W. Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology 77 (2007) 579-593
33. Putwain D.W. Assessment and examination stress in Key Stage 4. British Educational Research Journal 35 (2009) 391-411
34. Putwain, D. W., Woods, K. A., & Symes, W. (in press). Personal and situational predictors of test anxiety of students in post-compulsory education. British Journal of Educational Psychology. doi:10.1348/000709909X466082.
35. Sander P., and Sanders L. Measuring Academic Behavioural Confidence: The ABC Scale Revisited. Studies in Higher Education 34 (2009) 19-35
36. Schwarzer R., Mueller J., and Greenglass E. Assessment of perceived general self efficacy on the Internet: Data collection in cyberspace. Anxiety, Stress, and Coping 12 (1999) 145-161
37. Spielberger C.D., and Vagg P.R. Test anxiety: A transactional process model. In: Speilberger C.D., and Vagg P.R. (Eds). Test anxiety: Theory, Assessment and Treatment. (1995), Taylor & Frances, Bristol
38. Sullivan A. Academic self-concept, gender and single-sex schooling. British Educational Research Journal 35 (2009) 259-288
39. Tymms P., and Merrell C. Standards and quality in english primary schools over time: The national evidence (Primary Review Research Survey 4/1) (2007), The University of Cambridge Faculty of Education, Cambridge
40. Wren D.G., and Benson J. Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress and Coping 17 (2004) 227-240
41. Zeidner M. Adaptive coping with test situations: A review of the literature. Educational Psychologist 30 (1995) 123-133
42. Zeidner M., and Schleyer E.J. Test anxiety in intellectually gifted students. Anxiety, Stress and Coping 12 (1999) 163-189
43. Zeidner M., and Mathews G. Evaluation anxiety. In: Elliot A.J., and Dweck C.S. (Eds). Handbook of Competence and Motivation. (2005), Guildford Press, London