Test Anxiety: Interference, Defective Skills, and Cognitive Capacity

Tobias, Sigmund

doi:10.1207/s15326985ep2003_3

Cited by 260 publications

(174 citation statements)

References 15 publications

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“…6,10 Negative effects of test anxiety on academic performance can be explained by 2 models: the interference model and the learning-deficit model. [12][13][14] According to the interference model, anxious students are distracted or perturbed due to task-irrelevant cognitions and negative thoughts during test taking. 12 However, the learningdeficit model proposes that it is students' ineffective study habits during preparation for a test that causes them to be anxious and affects performance on the test.…”

Section: Introductionmentioning

confidence: 99%

“…3 Though individuals with test anxiety do not have any kind of intellectual deficiency, they are not able to tackle test-taking issues effectively. 13,14 Students with high levels of test anxiety are more likely to employ less-effective study strategies, and more likely to procrastinate and engage in repetitive memorization strategies. 15,16 Demographic variables such as age, gender, ethnicity, and study habits also affect test anxiety levels.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Students' Perceptions of Course Load on Test Anxiety

Sansgiry¹,

Sail²

2006

Am J Pharm Educ

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Objectives. The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. Methods. A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. Results. One hundred ninety-eight students participated in the survey (response rate P1 5 48%, P2 5 52%, P3 5 52%, P4 5 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Conclusions. Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Students' Perceptions of Course Load on Test Anxiety

Sansgiry¹,

Sail²

2006

Am J Pharm Educ

View full text Add to dashboard Cite

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“…Highly anxious students are believed to divide their attention between task demands and concerns of negative self-preoccupation, while low-anxious students are presumed to allocate a greater proportion of their attention to the task demands (Tobias, 1985;Saronson & Saronson, 1987). The cognitive inference model of test anxiety has been challenged with an alternative hypothesis, which assumes that the performance decrements observed in test anxious students are attributable directly to skill deficits.…”

Section: Test Anxietymentioning

confidence: 99%

The validity of international surveys of reading literacy: The case of the IEA reading literacy study

Bechger

Schooten

Glopper

et al. 1998

Studies in Educational Evaluation

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“…Students with poor examination-taking coping strategies have trouble during the testing period (Onwuegbuzie & Daley, 1996). As such, students with more positive coping strategies in both arenas tend to fare better on examinations (Tobias, 1985) and remain less anxious (Onwuegbuzie & Daley, 1996) than do students with poorer coping strategies. The repeated finding of a link between statistics attitudes and statistics achievement makes it important for researchers to identify factors that mediate the relationship between statistics anxiety and course performance.…”

Section: Introductionmentioning

confidence: 99%

Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

Combs

Onwuegbuzie

2012

IJDS

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Because of the important role that attitudes toward statistics and motivation have played in statistics courses, Ramirez, Emmioglu, and Schau (2010) recently conceptualized that Eccles and Wigfield's (2002) Expectancy-Value Model (EVM) is applicable for students enrolled in statistics courses. However, to date, the applicability of the EVM for understanding students' attitudes toward statistics has not been tested empirically. Thus, the purpose of this mixed research study was twofold: (a) to build on Ramirez et al. 's (2010) conceptualization by testing the EVM as a viable framework for understanding the statistics learning context; and (b) to examine the role that coping strategies play within the EVM framework by exploring interrelationships among attitudes, coping strategies, and statistics achievement. A qualitative-dominant mixed research design was used. Specifically, 18 doctoral students who had recently taken a statistics class participated in three in-depth focus groups. The ensuing qualitative data were supplemented by quantitative data via scores from a measure of coping strategies used in statistics courses that was administered to all participants. The qualitative and quantitative data provided strong support for the EVM. Moreover, the emergence of five coping strategies themes suggested the appropriateness of expanding the EVM to a more solution-focused model, namely, the Expectancy-Value Coping Strategies (EVCS) model, wherein coping strategies mediate the relationship between statistics attitudes and statistics achievement.

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Test Anxiety: Interference, Defective Skills, and Cognitive Capacity

Cited by 260 publications

References 15 publications

Effect of Students' Perceptions of Course Load on Test Anxiety

Effect of Students' Perceptions of Course Load on Test Anxiety

The validity of international surveys of reading literacy: The case of the IEA reading literacy study

Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

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