Test Anxiety in Educational Contexts: Concepts, Findings, and Future Directions

By M. Zeidner. 2007

321 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3640befd5ffae3cd3e8e224facb355492db83250

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “…achievement relations for worry than for emotionality (Gierl & Todd, 1996; Hembree, 1988; Hong & Karstensson 2001; Seipp, 1991; Stöber, 2004; Zeidner, 2007; Zeidner & Schleyer, 1999) and extends it to domain-specific facets of test anxiety and to within-domain and cross-domain achievement…”
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, background): “In past research, studies on achievement emotions typically focused on emotions relating to achievement outcomes (e.g., test anxiety, Zeidner, 2007; emotions following success and failure, Weiner, 1985); emotions relating to the achievement activity itself have typically been neglected.”
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “This evaluation anxiety may stem from a number of sources and appears to be the result of an interaction between personal (e.g., having a disposition to worry) and situational (e.g., failing an important test) characteristics (Zeidner, 2007).”
Gaze tutor: A gaze-reactive intelligent tutoring system (2012, result): “For example, the number of studies on boredom and engagement in educational contexts is negligible when compared to the approximately 1000 studies on test anxiety (Hembree, 1988; Pekrun et al., 2010; Zeidner, 2007).”
Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “Research on emotions in learning has measured emotions as emanating during learning and has considered how different emotions relate to achievement (Pekrun et al., 2006, 2009; Pekrun, Goetz, Titz, & Perry, 2002; Zeidner, 2007; Pekrun & Linnenbrink-Garcia, 2014).”
Test anxiety prevalence and gender differences in a sample of English secondary school students (2014, background): “This group of students may be at greater risk of under-attainment than their ability might otherwise suggest, as a product of their cognitive, emotional and physiological responses to formal testing (e.g. Von der Embse et al. 2013; Zeidner 2007, 2014).”
The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education (2007, background): “of Achievement Emotions: An Integrative Approach to”
Self-efficacy, test anxiety, and academic success: A longitudinal validation (2017, background): “…with cross-sectional designs only (Frenzel, Pekrun, & Goetz, 2007; Goetz, Preckel, Pekrun, & Hall, 2007; Pekrun, 1991; Putwain, Remedios, & Symes, 2015; Ringeisen, Raufelder, Schnell, & Rohrmann, [96_TD$DIFF]2016; Selkirk, Bouchey, & Eccles, 2011; Spielberger & Vagg, 1995; Zeidner, 2007).”
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “TA can be considered a form of anxiety in educational settings, encompassing affective, cognitive, and physiological reactions that are usually experienced during exams or similar evaluative situations (Sieber et al., 1977; Zeidner, 2007).”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, background): “With the exception of test anxiety studies (Zeidner 1998, 2007) and Weiner’s (1985, 1995) attributional research on achievement emotions, students’ emotions have generally been neglected until recently in research on motivation and academic performance (Schutz and Pekrun 2007).”
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct (2015, background): “Further, classroom experiences should be pleasant for students (see, for example, detrimental effects of students’ anxiety; Zeidner 2007) and instruction should promote students’ sustained motivation, such as interest, because it determines future learning efforts and guides academic and vocational ”
The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review (2012, background): “Other than the substantial amount of literature examining test anxiety (Zeidner 2007), little research has specifically targeted other emotions critical to learning (D’Mello and Calvo 2011).”