The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure

Applied Cognitive Psychology

Volumn 18, Issue 3, 2004, Pages 311-325

  Cassady, Jerrell C ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ANXIETY; ARTICLE; COGNITION; COMPREHENSION; CONCEPT FORMATION; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; MEMORY; MEMORY CONSOLIDATION; MENTAL STRESS; PERSONALITY TEST; PRIORITY JOURNAL; RECALL; TASK PERFORMANCE;

EID: 7744235305     PISSN: 08884080     EISSN: None     Source Type: Journal    
DOI: 10.1002/acp.968     Document Type: Article

References (36)

1. Arch, E. (1987). Differential responses of females and males to evaluative stress: anxiety, self-esteem, efficacy and willingness to participate. In R. Schwarzer, H. M. van der Ploeg, & C. D. Spielberger (Eds.), Advances in test anxiety research (Vol. 5, pp. 97-106). Lisse, The Netherlands: Swets & Zeitlinger.
2. Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611-623.
3. Benjamin, M., McKeachie, W. J., Lin, Y, & Holinger, D. P. (1981). Test anxiety: deficits in information processing. Journal of Educational Psychology, 73, 816-824.
4. Cassady, J. C. (in press). The influence of cognitive test anxiety across the learning-testing cycle. Learning & Instruction.
5. Cassady, J. C. (2001a). Self-Reported GPA and SAT: a Methodological Note. Practical Assessment, Research, and Evaluation 7(12), [online]. Available: http://ericae.net/pare/ getvn.asp?v=7&n=12 [2002 May 28].
6. Cassady, J. C. (2001b). The stability of undergraduate students' cognitive test anxiety levels. Practical Assessment, Research & Evaluation, 7(20), [online]. Available: http://ericae.net/pare/getvn.asp?v=7&n=20 [2002 May 28].
7. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
8. Covington, M. V. (1985). Test anxiety: causes and effects over time. In H. M. van der Ploeg, R. Schwarzer, & C. D. Spielberger (Eds.), Advances in test anxiety research (Vol. 4, pp. 55-68). Lisse, The Netherlands: Swets & Zeitlinger.
9. Covington, M. V., & Omelich, C. L. (1987). 'I knew it cold before the exam': a test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 79, 393-400.
10. Culler, R. E., & Holohan, C. J. (1980). Test anxiety and academic performance: the effects of study-related behaviors. Journal of Educational Psychology, 72, 16-26.
11. Easterbrook, J. A. (1959). The effect of emotion on cue utilization and the organization of behavior. Psychological Review, 66 183-201.
12. Geen, R. G. (1980). Test anxiety and cue utilization. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 43-61). Hillsdale, NJ: Lawrence Erlbaum.
13. Gridley, B. E. (2002). In search of an elegant solution: reanalysis of Plucker, Callahan, and Tomchin, with respects to Pyryt and Plucker. Gifted Child Quarterly, 46, 224-234.
14. Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
15. Johnson, R. E. (1973). Meaningfulness and the recall of textual prose. American Educational Research Journal, 10, 49-58.
16. Johnson, R. E. (1982). Retrieval cues and remembering of prose: a review. In A. Flammer, & W. Kintsch (Eds.), Advances in psychology: Discourse processing (Vol. 8, pp. 219-238). New York, NY: New Holland Publishing.
17. Kalechstein, P., Hocevar, D., Zimmer, J. W., & Kalechstein, M. (1989). Procrastination over test preparation and test anxiety. In R. Schwarzer, H. M. van der Ploeg, & G. D. Spielberger (Eds.), Advances in test anxiety research (Vol. 6, pp. 63-76). Lisse, The Netherlands: Swets & Zeitlinger.
18. Kline, R. B. (1998). Software programs for structural equations modeling: AMOS, EQS, and LISREL. Journal of Psychoeducational Assessment, 16, 343-364.
19. Lay, C. H., Edwards, J. M., Parker, J. D. A., & Endler, N. A. (1989). An assessment of appraisal, anxiety, coping, and procrastination during an examination period. European Journal of Personality, 3, 195-208.
20. McKeachie, W. J. (1984). Does anxiety disrupt information processing or does poor information processing lead to anxiety? International Review of Applied Psychology, 33, 187-203.
21. Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73, 541-555.
22. Mueller, J. H. (1980). Test anxiety and the encoding and retrieval of information. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 63-86). Hillsdale, NJ: Erlbaum.
23. Naveh-Benjamin, M. (1991). A comparison of training programs intended for different types of test-anxious students: further support for an information-processing model. Journal of Educational Psychology, 83, 134-139.
24. Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y. (1987). Two types of test-anxious students: support for an information processing model. Journal of Educational Psychology, 79, 131-136.
25. Sarason, I. G. (1986). Test anxiety, worry, and cognitive interference. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 19-34). Hillsdale, NJ: LEA.
26. Sarason, I. G., Pierce, G. R., & Sarason, B. R. (1996). Domains of cognitive interference. In I. G. Sarason, G. R. Pierce, & B. R. Sarason (Eds.), Cognitive interference: Theories, methods, and findings (pp. 139-152). Mahwah, NJ: Erlbaum.
27. Schumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Mahwah, NJ: Erlbaum.
28. Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35, 243-256.
29. Schwarzer, R., & Jerusalem, M. (1992). Advances in anxiety theory: a cognitive process approach. In K. A. Hagtvet, & T. B. Johnsen (Eds.), Advances in test anxiety research (Vol. 7, pp. 2-31). Lisse, The Netherlands: Swetts & Zeitlinger.
30. Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 35-54). Hillsdale, NJ: Erlbaum.
31. Ullman, J. B., & Bentler, P. M. (2003). Structural equation modeling. In I. B. Weiner (Series Ed.), & J. A. Schinka, & W. F. Welicer (Vol. Eds.), Handbook of psychology: Research methods in psychology (Vol. 2, pp. 607-634). Hoboken, NJ: Wiley.
32. Volkmer, R. E., & Feather, N. T. (1991). Relations between Type A scores, internal locus of control and test anxiety. Personality and Individual Differences, 12, 205-209.
33. Wine, J. D. (1980). Cognitive-attentional theory of test anxiety. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 349-378). Hillsdale, NJ: Lawrence Erlbaum.
34. Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group? Journal of Personality Assessment, 55, 145-160.
35. Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
36. Zohar, D. (1998). An additive model of test anxiety: role of exam-specific expectations. Journal of Educational Psychology, 90, 330-340.