Test anxiety: the state of the art
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.]
Plenum Press
1998
|
| Series: | Perspectives on individual differences
|
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008415182&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Physical Description: | XXI, 440 S. Ill., graph. Darst. |
| ISBN: | 0306457296 |
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xii
Preface
colleagues and friends for their support. I wish to thank Prof. Charles Spielberger, of
the University of South Florida, for first kindling my interest in test anxiety research
during our talks at the various meetings of the Society for Test Anxiety Research
(STAR) and for graciously agreeing to write the Foreword to this book. My thanks go
to two dear friends and colleagues, Prof. Norman S.
Endler,
of York University, and
Prof. Ralf Schwarzer,
of the Free University of Berlin, who have continuously taken a
genuine personal interest in my work in this area and have been exceptionally
supportive in many ways over the years. Thanks are due to the following individuals
for reading and commenting on earlier versions of various parts of this book's
manuscript: Charles S. Carver, University of Miami; Norman S.
Endler, York
Univer¬
sity; Gordon Flett, York University; Heinz Krohne, University of Mainz; Willy Lens,
University of
Leuven;
Gerald Matthews, University of Dundee; Robert Most, Mind
Garden; Sharona Meital, University of Haifa; Baruch
Nevo,
University of Haifa; Jim
Parker, Trent University; Paul Pintrich, University of Michigan; Donald Saklofske,
University of Saskatchewan;
Ralf Schwarzer,
Free University of Berlin; and David
Share, University of Haifa. I also express my appreciation to Robert Calfee, Stanford
University; Steven Hobfoll, Kent State; Bill McKeachie, University of Michigan;
and
Gabi
Salomon, University of Haifa, for their support of my work in this field.
Nili
Bloch, Idit
Dar, Tali
Abraham, and
Dani Karp
provided invaluable technical assis¬
tance at various stages of preparing this book. Eliot Werner at Plenum Press has been
most supportive, patient, and helpful in all phases required to bring this project to
closure. The University of Haifa and the Department of Experimental Psychology,
Oxford University, provided congenial academic environments and physical re¬
sources necessary to undertake and complete this book. This has been a challenging,
thought-provoking, and rewarding experience, and I hope readers will find it to be the
same. I hope this volume will help better integrate current test anxiety theory,
research, and interventions. I will be rewarded if this book advances our understand¬
ing of test anxiety and assists us in enhancing examinees' adaptive coping with
evaluative stress.
Moshe Zeidner
Haifa, Israel
Contents
L
BASIC
AND CONCEPTUAL ISSUES
Chapter
1
An Introduction to the Domain of Test Anxiety
.
Overview
.
The Pervasiveness and Prevalence of Test Anxiety in Modern Society
.
The Widespread Interest in Test Anxiety
.
Prevalence of Test Anxiety
. <
Brief Historical Overview of Test Anxiety Research
.
Early Studies of Examination Stress and Anxiety:
1900-1950 .
Initiation of Programmatic Research on the Test Anxiety Construct:
1950s .
Ì
Conceptual Distinctions and Advances:
1960s.
í
Advances in Model Construction, Research, and Applications:
1970s .
II
Research Proliferation, Dissemination, and Integration:
1980s. 1
Recent Advances in Research and Assessment Methodology:
1990-Present
.
l:
Stress, Anxiety, and Test Anxiety: Conceptualizations and Important
Distinctions
. 1
The Domain of Stress and Anxiety Research
. 1
Definition of the Test Anxiety Construct
. 1
Key Elements in the Test Anxiety Process: A Transactional Perspective
1
Summary
. 2!
Chapter
2
The Nature and Phenomenology of Test Anxiety
. 2!
Overview
. 2
Facets of Test Anxiety
. 3
Cognitive Facet
. 3
Affective Facet
. 41
xiii
xiv
Contente
Behavioral
Facet
. 48
Temporal
Phases of Test Anxiety
. 50
Debunking the Uniformity Myth: Different Types of Test-Anxious
Students
. 52
Examinees with Deficient Study and Test-Taking Skills
. 52
Examinees Experiencing Anxiety Blockage and Retrieval Problems
. 52
Failure-Accepting Examinees
. 53
Failure-Avoiding Examinees
. 53
Self-Handicappers
. 54
Perfectionistic Overstrivers
. 55
Related Forms of Social Evaluation Anxiety
. 56
Summary
. 58
Chapter
3
Models and Theoretical Perspectives
. 61
Overview
. 61
Drive Models
. 62
Basic Concepts and Principles
. 62
Drive and Anxiety
. 63
Anxiety and Performance
. 63
Limitations
. 65
Deficit Models
. 65
Cognitive-Attentional (Interference) Model
. 65
Skills-Deficit Model
. 69
Contemporary Cognitive-Motivational Models
. 76
Self-Regulation Model
. 76
Self-Worth Model
. 81
Transactional Models
. 83
Spielberger's State-Trait Model
. 83
Transactional Process Model
. 84
Summary
. 88
II. METHODOLOGY: RESEARCH AND ASSESSMENT
METHODS
Chapter
4
Current and Recurrent Issues in Conducting
Experimental Test Anxiety Research
. 95
Overview
. 95
Units of Observation
. 96
Treatment Conditions
. 98
Stress Induction
. 98
Contents x:
Design
Issues
. 10'
Settings
. 10'
Field Settings
. 10'
Laboratory
Settings
.
10.1
Observations
. 10t
Subjective Self-Reports.
101
Physiological Measures
. 101
Performance Measures
.
Ill
Systematic Observations
. 11
Unobtrusive Measures
. 11
Summary
. 11
Chapter
5
Developing Self-Report Test Anxiety Instruments
. 11
Overview
. 11
What to Measure: Defining the Test Anxiety Domain
. 11
Facet-Analytic Approach to Domain Definition
. 11
Sampling the Domain
. 12!
Elaborated Definition
. 12!
Determining Dimensionality and Broad versus Narrow Mapping
of the Domain
. 12!
A Facet Theory Approach to Domain Sampling
. 12
Item Writing
. 12
Guidelines for Writing Items
. 12
Selecting and Piloting Items
. 12
Item Selection Criteria
. 12
Classical Item Selection
. 12
Modern Item Selection
. 12
Creating Scales from Items
. 12
Assembling Items
. 12
Sampling and Establishing Scale Norms
. 12
Validity
. 12
Construct Validity
. 13
Threats to Validity in Contemporary Measures
. 13
Establishing Scale Reliability
. 13
Standard Approaches
. 13
Generalizability
. 13
Interpreting Test Scores
. 13
Normative Interpretation Strategy
. 13
Interpretation in Terms of Reference Factors
. 12
Assessment within Context
. 13
Cross-Cultural Adaptations of Test Anxiety Scales
. 12
Limitations of Current Scales and Needed Areas of Improvement
.
U
Summary
.
U
xvi Contents
III. ORIGINS, SOURCES, AND DETERMINANTS OF TEST
ANXIETY
Chapter
6
The Origins and Development of Test Anxiety
. 145
Overview
. 145
Biological Makeup
. 146
Family Environment and Primary Socialization
. 147
Models of Test Anxiety Development
. 148
Empirical Evidence in Support of Developmental Models of Test
Anxiety
. 155
Implications for Test Anxiety Reduction
. 157
Social Learning and Conditioning
. 157
Observation and Modeling of Test-Anxious Behavior
. 158
Conditioning of Test-Anxious Behaviors
. 159
School Environment
. 161
Competitive Climate
. 161
Evaluative Orientation and Practice
. 162
Ability Grouping
. 163
Social Comparison
. 163
Teacher Attributes and Classroom Behaviors
. 165
Educational Solutions to Test Anxiety
. 166
History of Failure Experiences in Evaluative Contexts
. 166
Summary
. 168
Chapter
7
Situational Determinants of Anxiety in Evaluative
Situations
. 171
Overview
. 171
Test-Related Variables
. 172
Complexity of Cognitive Task
. 172
Item Arrangement
. 174
Test Format
. 175
Providing Choice among Items
. 175
Situational Variables
. 176
Test Environment and Atmosphere
. 176
Feedback and Success/Failure Experiences
. 178
Time Pressure
. 180
Modes of Test Administration
. 181
Summary
. 182
Chapter
8
Subjective Determinants of Test Anxiety
. 183
Overview
. 183
Cognitive Processes and Structures
. 184
Contents xvi
Cognitive
Appraisals
.
18¿
Evaluative Threat Structures and Schemata
. 18'
Irrational Thought Patterns
.
19(
Self-Related Thinking
. 19:
Self-Related Thoughts
. 19:
Self-Consciousness and Self-Focus
. 19!
Belief Systems
. 19:
Task Valence and Expectancy Beliefs
. 19!
Attributional Styles
. 19!
Summary
. 20:
IV. CONSEQUENCES OF TEST ANXIETY FOR COGNITIVE
PERFORMANCE
Chapter
9
Test Anxiety and Cognitive Performance
. 20'
Overview
. 201
Basic Concepts and Distinctions
. 201
Facilitating versus Debilitating Effects of Anxiety
. 201
Performance Efficiency versus Effectiveness
. 201
Linear versus Curvilinear Anxiety-Performance Relationship
.
21i
Moderating versus Mediating Effects in the Anxiety-Performance
Relationship
. 21
State versus Trait Anxiety Effects
. 21
Empirical Evidence for the Test Anxiety-Performance Relationship
. 21
Meta-Analytic Results
. 21
Differential Effects of Worry and Emotionality
. 21
A Note on Causality
. 211
Moderating Effects
. 22
Task-Related Variables
. 22
Situational Variables
. 22
Demographic Variables
. 23
Summary
. 23
Chapter
10
Test Anxiety and Information Processing
. 23
Overview
. 23
Causal Models and Mechanisms
. 22
Cognitive-Attentional Interference
. 22
Limited Cognitive Capacity
. 22
Reduced Processing Efficiency
. 24
Anxiety Effects on Various Stages of Information Processing
. 24
Information Encoding and Acquisition
. 24
xviii Contents
Information
Storage
and Processing. 246
Information
Retrieval
and Output. 255
Summary
. 256
V. INDIVIDUAL DIFFERENCES
Chapter
11
Individual and Group Differences in Test Anxiety
. 261
Overview
. 261
Gender Group Differences
. 261
Magnitude of Gender Group Differences
. 262
Explanations for the Observed Group Differences
. 267
Gender Differences in the Latent Structure of Test Anxiety
. 268
Age Trends
. 269
Developmental Track of Test Anxiety
. 269
Explanations of Age Increases in Test Anxiety
. 270
Sociocultural
Group Differences
. 271
Socioeconomic Group Differences
. 271
Ethnic Group Differences
. 272
Cross-National Differences
. 274
Cultural Factors Potentially Influencing Test Anxiety
. 275
Cultural Values and Orientations
. 275
Socialization Practices and Parental Values and Pressures
. 278
Perceived Valence of Exam Success and High-Stake Testing
Environments
. 279
Problems and Shortcomings in Cross-Cultural Test Anxiety Research
. 280
Summary
. 280
Chapter
12
Personal Correlates of Test Anxiety
. 283
Overview
. 283
Motivational Factors
. 283
Achievement Motivation
. 283
Perceived Control and Self-Efficacy
. 287
Optimism
. 288
Helplessness
. 289
Self-Handicapping
. 290
Procrastination
. 291
Time Orientation and Perception
. 292
Affective Personality Factors
. 293
Trait Anxiety
. 293
Contents
Anger .
Depression .
Self-Concept and Self-Regard
.
Type A
Personality .
Emotional States .
Intelligence and Scholastic Ability
Summary
.
VI. COPING, INTERVENTIONS, AND CLINICAL PARAMETERS
Chapter
13
Coping with Test Situations: Resources, Strategies, and
Adaptational Outcomes
.
Overview
.
The Coping Process
.
Coping Strategies versus Resources
.
Coping Styles versus Coping Responses
.
How Do Students Cope with Examinations?
.
Stages of a Stressful Evaluative Encounter
.
Appraisals and Emotions in an Evaluative Encounter
.
Personal Variables and Coping
.
Specific Ways of Coping with Exams
.
Dimensions of Test Coping
.
Coping, Anxiety, and Test Performance
.
Coping and Anxiety
.
Coping and Examination Performance
.
Coping and Adaptational Outcomes
.
Major Considerations in Assessing Coping Effectiveness
.
Methodological Problems and Limitations
.
Some Tentative Generalizations about Coping and Coping Effectiveness
Summary
.
Chapter
14
Optimizing Procedures
.
Overview
.
Modifying Test Item Difficulty and Order
.
Providing an Opportunity to Comment on Test Items
.
Interjecting Humor into the Test Situation
.
Modifications of Test Atmosphere and Environment
.
Providing Soothing Background Music
.
Optimizing Test Administration Procedures, Modes, and Formats
.
xx Contents
Relaxing Time Pressures
. 339
Providing Examiner Support and Reassurance
. 340
Providing External Aids and Supports
. 341
Structuring of the Learning and Test Environment
. 341
Summary
. 343
Chapter
15
Emotion-Focused Behavioral Intervention Techniques
. 347
Overview
. 347
Emotion-Focused Behavioral Techniques
. 349
Anxiety Induction
(AI) . 350
Biofeedback
Training
(ВТ) .
351
Relaxation Training (RT)
. 352
Systematic Desensitization (SD)
. 355
Anxiety Management Training
(AMT). 360
Modeling (M)
. 363
Summary
. 364
Chapter
16
Cognitive-Focused, Cognitive-Behavioral, and Cognitive-
Skills Training Intervention Techniques
. 367
Overview
. 367
Cognitive Approaches
. 368
Cognitive-Attentional Training (CAT)
. 368
Cognitive Restructuring Therapy (CRT)
. 369
Cognitive-Behavioral Approaches
. 372
Cognitive-Behavioral Modification (CBM)
. 373
Stress Inoculation Training (SIT)
. 378
Zeidner
et al.
Exemplary SIT Program
. 378
Cognitive-Skill Deficit Approach: Study-Skills Training (SST)
. 381
Specific Therapeutic Techniques
. 381
Program Effectiveness
. 383
Evaluation of Cognitive Treatments
. 384
Basic Conceptual and Methodological Issues in Test Anxiety Intervention
Research
. 384
Major Considerations in Therapeutic Intervention
. 384
Methodological Problems and Limitations
. 387
Summary
. 390
Epilogue
. 393
Overview
. 393
Directions for Future Research
. 394
Contents xx
Refining Conceptual Models
.
39¿
Developing Useful Taxonomies
.
39¿
Furthering Our Understanding of the Test Anxiety Experience and Its
Long-Term
Outcomes
. 39^
Uncovering the Developmental origins of Test Anxiety
. 39!
Assessing the Effects of School Environment on Test Anxiety
. 39!
Determining the Prevalence of Test Anxiety and Mapping Out
Individual Differences in the Text Anxiety Experience
.
39(
Modeling the Test Anxiety-Performance Relationship
.
39(
Determining the Relationship between Test Anxiety, Coping, and
Adaptive Outcomes
. 39'
Improving Test Anxiety Interventions and Intervention Research
. 39'
Improving Research Designs and Analyses
. 39'
References
. 39!
Index
. 42! |
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| discipline | Pädagogik Psychologie |
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| indexdate | 2025-02-14T19:00:31Z |
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| language | English |
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| oclc_num | 245810551 |
| open_access_boolean | |
| owner | DE-12 DE-355 DE-BY-UBR DE-11 DE-188 DE-384 DE-473 DE-BY-UBG |
| owner_facet | DE-12 DE-355 DE-BY-UBR DE-11 DE-188 DE-384 DE-473 DE-BY-UBG |
| physical | XXI, 440 S. Ill., graph. Darst. |
| publishDate | 1998 |
| publishDateSearch | 1998 |
| publishDateSort | 1998 |
| publisher | Plenum Press |
| record_format | marc |
| series2 | Perspectives on individual differences |
| spelling | Zeidner, Moshe Verfasser aut Test anxiety the state of the art Moshe Zeidner New York [u.a.] Plenum Press 1998 XXI, 440 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Perspectives on individual differences Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Prüfungsangst (DE-588)4047613-3 gnd rswk-swf Testangst (DE-588)4184825-1 gnd rswk-swf Testangst (DE-588)4184825-1 s Prüfungsangst (DE-588)4047613-3 s DE-604 Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008415182&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Zeidner, Moshe Test anxiety the state of the art Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Prüfungsangst (DE-588)4047613-3 gnd Testangst (DE-588)4184825-1 gnd |
| subject_GND | (DE-588)4047613-3 (DE-588)4184825-1 |
| title | Test anxiety the state of the art |
| title_auth | Test anxiety the state of the art |
| title_exact_search | Test anxiety the state of the art |
| title_full | Test anxiety the state of the art Moshe Zeidner |
| title_fullStr | Test anxiety the state of the art Moshe Zeidner |
| title_full_unstemmed | Test anxiety the state of the art Moshe Zeidner |
| title_short | Test anxiety |
| title_sort | test anxiety the state of the art |
| title_sub | the state of the art |
| topic | Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Prüfungsangst (DE-588)4047613-3 gnd Testangst (DE-588)4184825-1 gnd |
| topic_facet | Anxiété Examenvrees Stress - Aspect psychologique Stress Tests et mesures en éducation Élèves - Évaluation Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Prüfungsangst Testangst |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008415182&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT zeidnermoshe testanxietythestateoftheart |