Interactions among domain-specific expectancies, values, and gender: Predictors of test anxiety during early adolescence

Journal of Early Adolescence

Volumn 31, Issue 3, 2011, Pages 361-389

  Selkirk, Laura C ^a   Bouchey, Heather A ^a,c   Eccles, Jacquelynne S ^b  

^a UNIVERSITY OF VERMONT   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c LYNDON STATE COLLEGE   (United States)

Author keywords

adolescents; English; expectancy value theory; mathematics; test anxiety

Indexed keywords

EID: 79955842003     PISSN: 02724316     EISSN: 15525449     Source Type: Journal    
DOI: 10.1177/0272431610363156     Document Type: Article

References (47)

1. Aiken, L.S., & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: SAGE.
2. Atkinson, J.W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
3. Barksdale-Ladd, M.A., & Thomas, K.F. (2000). What's at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51, 384-397.
4. Berndt, T.J., & Miller, K.E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82, 319-326.
5. Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
6. Cassady, J.C. (2004). The influence of cognitive test anxiety across the learning-testing cycle. Learning and Instruction, 14, 569-592.
7. Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/ correlation analysis for the behavioral sciences (3rd ed., pp. 255-301). Lawrence Erlbaum and Associates: Mahwah, NJ.
8. Crocker, J., & Knight, K.M. (2005). Contingencies of self-worth. Current Directions in Psychological Science, 14, 200-203.
9. Crocker, J., & Park, L.E. (2004). The costly pursuit of self-esteem. Psychological Bulletin, 130, 392-414.
10. Eccles, J.S. (1994). Understanding women's educational and occupational choices. Psychology of Women Quarterly, 18, 585-609.
11. Eccles, J.S., Jacobs, J.E., Harold, R.D., Yoon, K., Suk, Arbreton, A., & Freedman-Doan, C. (1993). Parents and gender-role socialization during the middle childhood and adolescent years. In?? (Ed.), Gender Issues in Contemporary Society (pp. 59-83). Newbury Park: SAGE.
12. Eccles, J.S., J.E. Jacobs,et al.(1993). Parents and gender-role socialization during the middle childhood and adolescent years. In S. Oskamp and M. Costanzo (Eds.) Gender Issues in Contemporary Society (pp.59-83). Newbury Park: SAGE.
13. Eccles, J.S., Midgley, C., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C.,et al.(1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and families. American Psychologist, 48(2), 90-101.
14. Eccles, J.S., Vida, M.N., & Barber, B.L. (2004). The relation of early adolescents' college plans and both academic ability and task-value beliefs to subsequent college enrollment. The Journal of Early Adolescence, 24, 63-77.
15. Eccles, J.S., Wigfield, A., Flanagan, C.A., Miller, C., Reuman, D.A., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
16. Elliot, A.J., & McGregor, H.A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
17. Hancock, D.R. (2001). Effects of test anxiety and evaluative threat on students' achievement and motivation. The Journal of Educational Research, 94, 284-290.
18. Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford.
19. Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 610-642). New York: Guilford.
20. Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77.
21. Hill, K.T., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary School Journal, 85, 105-126.
22. Hong, E. (1999). Test anxiety, perceived test difficulty, and test performance: Temporal patterns of their effects. Learning and Individual Differences, 11, 431-448.
23. Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J.S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
24. Keith, T.Z. (2006). Multiple regression and beyond. Boston: Pearson Education.
25. McClelland, D.C. (1955). Some social consequences of achievement motivation. In MR Jones (Ed.), Nebraska symposium on motivation: 1955. Lincoln: Univer. Nebraska Press, 1955. Pp. 41-65.
26. McClelland, G.H., & Judd, C.M. (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Bulletin, 114, 376-390.
27. McHale, S., Shanahan, L., Updegraff, K.A., Crouter, A.C., & Booth, A. (2004). Developmental and individual differences in girls' sex-typed activities in middle childhood and adolescence. Child Development, 75, 1575-1593.
28. Meece, J.L., Glienke, B.B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
29. Meece, J.L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.
30. O'Connor, B.P. (2006). Programs for problems created by continuous variable distributions in moderated multiple regression. Organizational Research Methods, 9, 554-567.
31. Preacher, K.J., Curran, P.J., & Bauer, D.J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437-448.
32. Putwain, D.W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology, 77, 579-593.
33. Roeser, R.W., & Eccles, J.S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123-158.
34. Sarason, I.G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929-938.
35. Weinfurt, K.P. (1995). Multivariate analysis of variance. In L. G. Grimm & P. R. Yarnold (Eds.). Reading and understanding multivariate statistics (pp. 245-276). Washington, DC: APA.
36. Wigfield, A., & Eccles, J.S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24, 159-183.
37. Wigfield, A., & Eccles, J.S. (1990). Test anxiety in the school setting. In M. Lewis & S. M. Miller (Eds.), Handbook of developmental psychopathology (pp. 237-250). New York: Plenum.
38. Wigfield, A., & Eccles, J.S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
39. Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
40. Wigfield, A., & Eccles, J.S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 92-121). New York: Academic Press.
41. Wigfield, A., Eccles, J.S., Mac Iver, D., Reuman, D.A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
42. Wigfield, A., & Meece, J.L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.
43. Wren, D.G., & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress, and Coping, 17, 227-240.
44. Zatz, S., & Chassin, L. (1985). Cognitions of test anxious children under naturalistic test-taking conditions. Journal of Consulting and Clinical Psychology, 53, 393-401.
45. Zeidner, M. (1995). Adaptive coping with test situations: A review of the literature. Educational Psychologist, 30, 123-133.
46. Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 165-184). San Diego, CA: Academic Press.
47. Zohar, D. (1998). An additive model of test anxiety: Role of exam-specific expectations. Journal of Educational Psychology, 90, 330-340.