Relationships of test anxiety and hostility to description of self and parents.

Sarason, Irwin G.; Koenig, Karl P.

doi:10.1037/h0022496

Cited by 22 publications

(6 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mueller and Thompson (1984) also found that high test-anxious individuals showed a negative bias in their self-concept in accepting more negative adjectives as self-descriptive. Wine (1971) also concluded from her review of I. G. Sarason's early experimental studies Ganzer 1962, 1963;Sarason and Koenig 1965) that high test-anxious individuals generally describe themselves in more negative terms than do low test-anxious individuals. Hence, we would also expect Beck's cognitive triad to be related to debilitating test anxiety (Hypothesis 1b).…”

Section: The Present Studymentioning

confidence: 91%

The Relations of Cognitive Triad, Dysfunctional Attitudes, Automatic Thoughts, and Irrational Beliefs with Test Anxiety

Wong

2008

Curr Psychol

View full text Add to dashboard Cite

Previous research has highlighted the important role of cognition in anxiety, including test anxiety. The present study explores the role of cognitive distortions and irrationality in test anxiety by studying the relationships among cognitive triad (core beliefs), dysfunctional attitudes (intermediate beliefs), negative automatic thoughts, irrational beliefs, debilitating test anxiety, and facilitating test anxiety in 138 undergraduates. Multiple regression analyses showed that only the cognitive triad as a whole was a significant predictor of debilitating anxiety. Specifically, negative view of self was a significant predictor of debilitating anxiety. The results supported an expansion of the current cognitive conceptualizations of test anxiety to include the importance of negative self-view. Other implications are also discussed.

show abstract

Section: The Present Studymentioning

confidence: 91%

The Relations of Cognitive Triad, Dysfunctional Attitudes, Automatic Thoughts, and Irrational Beliefs with Test Anxiety

Wong

2008

Curr Psychol

View full text Add to dashboard Cite

show abstract

“…These task-irrelevant thoughts often involve excessive preoccupation with negative personal characteristics (Doris & Sarason 1955;I. Sarason & Glanzer 1962, 1963I. Sarason & Koenig 1965).…”

Section: The Problem Of Anxiety Anxiety: Its Nature and Importancementioning

confidence: 99%

Test Anxiety: A Major Educational Problem and What Can Be Done about It

Hill¹,

Wigfield²

1984

The Elementary School Journal

200

108

View full text Add to dashboard Cite

“…Until recently the development of treatments for test anxiety largely ignored substantive research on cognitive processes. This research has shown that in evaluative situations test anxious individuals emit task-irrelevant, self-oriented responses (Liebert & Morris, 1967;Sarason & Ganzer, 1963;Sarason & Koenig, 1965). These self-oriented responses include worry about anticipated failure, preoccupation with feelings of inadequacy, and expectations of punishment.…”

Section: Introductionmentioning

confidence: 99%

Variations in cognitive behavior modification for test anxiety.

McCordick

Kaplan²,

Smith³

et al. 1981

Psychotherapy: Theory, Research & Practice

View full text Add to dashboard Cite

Meichenbaum's cognitive behavior modification treatment for test anxiety consists of a cognitive (insight) and a behavioral (modified desensitization) component. In the present experiment variations on the insight and the behavioral component of the program were examined. Subjects (N = 45) were randomly assigned to one of three treatment or two control groups. One group received Meichenbaum's cognitive behavior modification treatment. For a second group Meichenbaum's desensitization component was retained but the insight component was altered by substituting specific statements concerning pressure. In the third group Meichenbaum's insight component was retained and test taking practice was substituted for the desensitization component. All treatment groups also received study skills training. One control group received study skills training but did not experience cognitive-behavior modification and a second control group received no treatment at all. Multiple self-report and performance measures of anxiety were obtained. The combination of Meichenbaum's insight component with test taking practice was most effective in increasing facilitating anxiety and decreasing debilitating anxiety.

show abstract

Relationships of test anxiety and hostility to description of self and parents.

Cited by 22 publications

References 9 publications

The Relations of Cognitive Triad, Dysfunctional Attitudes, Automatic Thoughts, and Irrational Beliefs with Test Anxiety

The Relations of Cognitive Triad, Dysfunctional Attitudes, Automatic Thoughts, and Irrational Beliefs with Test Anxiety

Test Anxiety: A Major Educational Problem and What Can Be Done about It

Variations in cognitive behavior modification for test anxiety.

Contact Info

Product

Resources

About