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Control, anxiety and test performance : self-reported and physiological indicators of anxiety as mediators

Control, anxiety and test performance : self-reported and physiological indicators of anxiety as mediators

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ROOS, Anna-Lena, Thomas GÖTZ, Maike KRANNICH, Monika DONKER, Maik BIELEKE, Anna CALTABIANO, Tim MAINHARD, 2022. Control, anxiety and test performance : self-reported and physiological indicators of anxiety as mediators. In: The British journal of educational psychology. Wiley. ISSN 0007-0998. eISSN 2044-8279. Available under: doi: 10.1111/bjep.12536

@article{Roos2022-07-29Contr-58304, title={Control, anxiety and test performance : self-reported and physiological indicators of anxiety as mediators}, year={2022}, doi={10.1111/bjep.12536}, issn={0007-0998}, journal={The British journal of educational psychology}, author={Roos, Anna-Lena and Götz, Thomas and Krannich, Maike and Donker, Monika and Bieleke, Maik and Caltabiano, Anna and Mainhard, Tim} }

Götz, Thomas Donker, Monika Background: This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and perfor-mance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the phys-iological component was additionally assessed via electroder-mal activity (EDA).<br />Aims: We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance.<br />Sample: The study comprised 50 eighth graders.<br />Methods: Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assess-ments within students). EDA was continuously recorded.<br />Results: Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relation-ship between control and performance.<br />Conclusions: Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed. Götz, Thomas 2022-07-29 Attribution-NonCommercial-NoDerivatives 4.0 International Donker, Monika Mainhard, Tim Roos, Anna-Lena Bieleke, Maik 2022-08-16T12:11:03Z Roos, Anna-Lena Caltabiano, Anna Caltabiano, Anna Bieleke, Maik Mainhard, Tim Control, anxiety and test performance : self-reported and physiological indicators of anxiety as mediators Krannich, Maike 2022-08-16T12:11:03Z Krannich, Maike eng

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