Journal article:
Implementation intentions and test anxiety: Shielding academic performance from distraction

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2010
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Parks-Stamm, Elizabeth J.
Oettingen, Gabriele
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Abstract
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.
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Subject (DDC)
150 Psychology
Keywords
Implementation intentions , Distraction , Test anxiety , Plans , Goal shielding
Published in
Learning and individual differences ; 20 (2010), 1. - pp. 30-33
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Cite This
ISO 690PARKS-STAMM, Elizabeth J., Peter M. GOLLWITZER, Gabriele OETTINGEN, 2010. Implementation intentions and test anxiety: Shielding academic performance from distraction. In: Learning and individual differences. 20(1), pp. 30-33. Available under: doi: 10.1016/j.lindif.2009.09.001
BibTex
@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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