@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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    <dc:creator>Oettingen, Gabriele</dc:creator>
    <dc:contributor>Gollwitzer, Peter M.</dc:contributor>
    <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>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T09:23:03Z</dc:date>
    <dc:creator>Gollwitzer, Peter M.</dc:creator>
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    <dcterms:bibliographicCitation>First publ. in: Learning and individual differences 20 (2010), 1, pp. 30-33</dcterms:bibliographicCitation>
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    <dcterms:title>Implementation intentions and test anxiety: Shielding academic performance from distraction</dcterms:title>
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