Publikation: Implementation intentions and test anxiety: Shielding academic performance from distraction
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2010
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Learning and individual differences. 2010, 20(1), pp. 30-33. Available under: doi: 10.1016/j.lindif.2009.09.001
Zusammenfassung
College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
Implementation intentions, Distraction, Test anxiety, Plans, Goal shielding
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ISO 690
PARKS-STAMM, Elizabeth J., Peter M. GOLLWITZER, Gabriele OETTINGEN, 2010. Implementation intentions and test anxiety: Shielding academic performance from distraction. In: Learning and individual differences. 2010, 20(1), pp. 30-33. Available under: doi: 10.1016/j.lindif.2009.09.001BibTex
@article{ParksStamm2010Imple-10835,
year={2010},
doi={10.1016/j.lindif.2009.09.001},
title={Implementation intentions and test anxiety: Shielding academic performance from distraction},
number={1},
volume={20},
journal={Learning and individual differences},
pages={30--33},
author={Parks-Stamm, Elizabeth J. and Gollwitzer, Peter M. and Oettingen, Gabriele}
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<dcterms:abstract xml:lang="eng">College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed.</dcterms:abstract>
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