Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data

Liebert, Robert M.; Morris, Larry W.

doi:10.2466/pr0.1967.20.3.975

Cited by 940 publications

(592 citation statements)

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“…The Intrinsic Value scale (a = .87) was constructed by taking the mean score of the student's response to nine items concerning intrinsic interest in ("I think what we are learning in this Science class is interesting") and perceived importance of course work ("It is important for me to learn what is being taught in this English class"; cf., Eccles, 1983) as well as preference for challenge and mastery goals ("I prefer class work that is challenging so I can learn new things"; cf., Harter, 1981). Four items (e.g., "I am so nervous during a test that I cannot remember facts I have learned," "When I take a test I think about how poorly I am doing"; cf., Liebert & Morris, 1967) concerning worry about and cognitive interference on tests were used in the Test Anxiety scale (a -.75).…”

Section: Methodsmentioning

confidence: 99%

Motivational and self-regulated learning components of classroom academic performance.

Pintrich

Groot²

1990

Journal of Educational Psychology

5,666

179

3,585

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A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983;Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983;Corno, 1986;Zimmerman & Pons, 1986. Students' management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persist at a difficult task or block out distractors (i.e., noisy classmates) maintain their cognitive engagement in the task, enabling them to perform better (Corno, 1986;Corno & Rohrkemper, 1985). A third important aspect of self-regulated learning that some researchers have included in their conceptualization is the actual cognitive strategies that students use to learn, remember, and understand the material (Corno & Mandinach, 1983;Zimmerman & Pons, 1986. Different cognitive strategies such as rehearsal, elaboration, and organizational strategies have been found to foster active cognitive engagement in learning and result in higher levels of achievement (Weinstein & Mayer, An earlier version of this article was presented at the American Educational Research Association convention, New Orleans, April 1988. Data collection and preparation of this article was made possible by a Spencer Fellowship from the National Academy of Education awarded to Paul R. Pintrich. The opinions expressed in this article are the authors' and do not reflect the positions or policies of the Spencer Foundation or the National Academy of Education. We express our thanks to Richard S. Newman and the reviewers for helpful comments on an earlier version of this article.Correspondence concerning this article should be addressed to Paul R. Pintrich, School of E...

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Section: Methodsmentioning

confidence: 99%

Motivational and self-regulated learning components of classroom academic performance.

Pintrich

Groot²

1990

Journal of Educational Psychology

5,666

179

3,585

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“…Test anxiety defines two indices of "concern", and "excitement". "concern" meant having cognitive anxiety on the aftermaths of failing (Liebert & Morris, 1967); and "excitement" causes psychological changes which are the results of automatic innervation (Spielberger & Vagg, 1995). Therefore, it seems that negative and ineffective thoughts interfere with cognitive process on exam session, and result in diminishing students' performance (Crişan & Copaci, 2015).…”

Section: Introductionmentioning

confidence: 99%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

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Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

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“…Encouraged by results presented in research on test and clinical anxiety (Davidson & Schwartz, 1976;Liebert & Morris, 1967), which proposed a division of the anxiety construct into a cognitive (worry) and somatic (emotionality) component, Martens et al (1990a) suggested the Multidimensional Anxiety Theory to predict sport performance. Specifically, cognitive anxiety was hypothesised to be negatively and linearly related to performance and to vary throughout the competition.…”

Section: Multidimensional Anxiety Theory Of Performance Assessed By Tmentioning

confidence: 99%

“…Based on test-anxiety research in educational psychology, the cognitive element of anxiety was labelled as "worry" and was defined as individuals' cognitive concerns and negative self-expectations, worry about the situation and possible consequences. The somatic component was instead referred to as "emotionality" and defined as the individuals' perceptions of physiological and affective elements of anxiety, including indications of autonomic arousal and unpleasant symptoms such as tension and nervousness (Liebert & Morris, 1967;Morris, Davis, & Hutchings, 1981). In the clinical literature, a distinction was instead made between "cognitive anxiety" (i.e., conscious awareness of unpleasant feelings about oneself or external stimuli, worry and disturbing visual images), "somatic anxiety" (awareness of, for instance, blushing, increased heart rate and muscular symptoms), and "attentional disturbances" (Davidson & Schwartz, 1976).…”

Section: Competitive State Anxietymentioning

confidence: 99%

“…This perspective was adopted from anxiety research in educational and clinical psychology, whereby the two research disciplines independently found evidence for the distinction of state anxiety as a cognitive (worry) and somatic (emotionality) component (Davidson & Schwartz, 1976;Liebert & Morris, 1967). Based on test-anxiety research in educational psychology, the cognitive element of anxiety was labelled as "worry" and was defined as individuals' cognitive concerns and negative self-expectations, worry about the situation and possible consequences.…”

Section: Competitive State Anxietymentioning

confidence: 99%

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Competing Under Pressure: State Anxiety, Sports Performance and Assessment

Lundqvist¹

2006

PsycEXTRA Dataset

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Elevated levels of anxiety are a common response to stressful competitive sports situations, are known to moderate athletic performance and are referred to as an unpleasant emotional state associated with perceptions of situational threat. The empirical studies in this dissertation considered primarily psychometric, methodological and conceptual issues of relevance for the study of anxiety and sports performance. In Study I, athletes were followed across a full competitive season to explore patterns of inter-and intra-individual variability of anxiety and self-confidence in relation to performance. The findings imply intra-individual anxiety and selfconfidence variability to affect performance differently than the specific intensity level and are discussed in relation to more stable personality dispositions such as private self-consciousness. Study II evaluated the psychometric properties of the 27-item Competitive State Anxiety Inventory-2 (CSAI-2) and alternative versions of this scale. General support for a 17-item version (CSAI-2R) was found, but there are also psychometric limitations future research needs to resolve. Study III investigated assessment of intensity and directional ratings on single anxiety items with reference to the conceptualisation of anxiety symptoms as interpreted on a debilitative-facilitative continuum. The findings question the importance and rationale of assessing anxiety direction and revealed serious concerns with assessment procedures and statistical techniques applied in previous research. These concerns were also supported in Study IV, which explored athletes' idiosyncratic experiences of debilitative and facilitative anxiety symptoms in terms of intensity and emotional valence. The findings are discussed and summarised in a model in order to increase conceptual clarity and provide implications for future research regarding anxiety and related emotional performance states.

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Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data

Cited by 940 publications

References 4 publications

Motivational and self-regulated learning components of classroom academic performance.

Motivational and self-regulated learning components of classroom academic performance.

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Competing Under Pressure: State Anxiety, Sports Performance and Assessment

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