Test anxiety, working memory, and cognitive performance: Supportive effects of sequential demands

By Stephan Dutke, J. Stöber. 2001

87 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/51da6658612abdb0675212eb1c90cdaabb528f0c

How researchers see this paper

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

In Cognitive Neuroscience

1. N. Derakshan
2. M. Eysenck
3. Julie A. Hadwin
4. J. Stevenson
5. J. Brogan
6. Rita Santos
7. Manuel G. Calvo
8. Reinhard Pekrun

In Organizational Behavior and Human Resource Management

1. J. Brogan
2. Julie A. Hadwin
3. J. Stevenson
4. Rita Santos
5. Manuel G. Calvo
6. N. Derakshan
7. M. Eysenck
8. Reinhard Pekrun

In Social Psychology

1. Reinhard Pekrun
2. J. Stöber
3. Julie A. Hadwin
4. J. Brogan
5. J. Stevenson
6. Rita Santos
7. Manuel G. Calvo
8. N. Derakshan

Citations in the corpus

• Advances in test anxiety research (2004, background): “First, test anxiety remains an important variable in basic research in personality and social psychology such as research into cognition and emotion (e.g., Dutke and Stöber, 2001) and achievement motivation (e.g., Elliot and McGregor, 1999).”
• Anxiety and cognitive performance: attentional control theory. (2007, methodology): “With a different updating task, Dutke and Stöber (2001) found no overall effect of anxiety on performance in two experiments.”
• State anxiety and working memory in children: A test of processing efficiency theory (2005, methodology): “Similarly, Dutke and Stöber (2001) found that individuals who are high in test anxiety performed better in tests that made fewer demands on working memory (tasks that had high sequential complexity versus those with high coordinative complexity).”