Assessment and examination stress in Key Stage 4
By D. Putwain. 2009
151 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/0c00c508da6def88bee3df17121ccc81a7c7ca76
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Do cognitive distortions mediate the test anxiety–examination performance relationship? (2010, background): “…a sample of students in their final two years of compulsory schooling in England suggested that the cognitive deficits described by test-anxious students, believed to lower examination performance, were characterised by a tendency to catastrophise – a type of cognitive distortion (Putwain, 2009a).”
- Is the relationship between competence beliefs and test anxiety influenced by goal orientation (2010, background): “As esteem and self-worth judgements are central to the appraisal of examinations and assessments as threatening (Martin, Marsh & Debus, 2001; Putwain, 2009), academic self-concept with its associated evaluative component, would seem more well suited to establishing relations with test anxiety than e”
- ‘Your whole life depends on it’: academic stress and high-stakes testing in Ireland (2015, background): “Student perceptions of exam-related stress Research has previously shown that the level of stress experienced by students relates to their own aspirations and perceived ability (Denscombe 2000; Putwain 2009), which are linked to their feelings of self-identity and self-worth.”
- The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging (2014, background): “, effort in exam preparation, concentrating during lessons) (Putwain 2009; Putwain and Roberts 2009).”