Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation

By Dawson Hancock. 2001

328 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/44a0a4159813b403cca5716a0c2620a49e416ec4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Herbert W. Marsh
2. Andrew J. Martin
3. J. V. van Merriënboer
4. Fred Paas
5. H. Choi
6. E. Horsman
7. S. Titus
8. David Burgess

In Experimental and Cognitive Psychology

1. Fred Paas
2. Andrew J. Martin
3. Herbert W. Marsh
4. J. V. van Merriënboer
5. H. Choi
6. Paul Ginns
7. Tamara van Gog
8. E. Horsman

In Social Psychology

1. Andrew J. Martin
2. Herbert W. Marsh
3. T. Schmader
4. Michael Johns
5. J. V. van Merriënboer
6. E. Horsman
7. S. Titus
8. David Burgess

Citations in the corpus

• Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “Hancock (2001) found that students performed poorly and were less motivated when exposed to highly evaluative classrooms and that this effect was more pronounced for testanxious students.”
• Professor's Role in Motivating Students to Attend Class. (2005, background): “Hancock (2001) concurs that students achieve more poorly in highly evaluative situations, in which instructors exert significant control over classroom procedures and competition among students is emphasized.”
• Characterizing and Improving Spatial Visualization Skills (2009, background): “Many students find exams to be stressful, a condition that can affect their ability to perform tasks that would otherwise be straightforward for them (Hembree, 1988; Hancock, 2001).”
• The Test Anxiety Inventory for Children and Adolescents (TAICA) (2008, background): “The degree to which the test is perceived as a threat (i.e., difficulty, possibility of negative evaluation from others, importance of the test) appears to influence the level of test anxiety (Hancock, 2001).”
• An integrated process model of stereotype threat effects on performance. (2008, background): “Instead, test-anxious students appear to become less motivated in evaluative contexts (e.g., Hancock & Dawson, 2001), and classic situations of evaluative threat promote behavioral disengagement from the task (e.g., Tomaka & PalaciosEsquivel, 1997).”
• Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, background): “…of research demonstrating the negative effects of anxiety including performance decrements, negative affect, negative cognition, and quite debilitating physical sensations (Elliot & McGregor, 1999; Hancock, 2001; Newbegin & Owens, 1996; Sarason & Sarason, 1990; Skaalvik, 1997; Spielberger, 1985).”