The Influence of Cognitive Test Anxiety across the Learning-Testing Cycle.

By J. Cassady. 2004

273 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/a5207a4d5b3b8a20c1b9b5430b9be7185b6c1964

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Betty E. Gridley
2. Christopher L. Thomas
3. W. H. Finch
4. Monica L. Heller
5. J. Cassady
6. D. Kalaycioğlu

In Public Health, Environmental and Occupational Health

1. Betty E. Gridley
2. Christopher L. Thomas

Citations in the corpus

• The Effects of Online Formative and Summative Assessment on Test Anxiety and Performance (2005, methodology): “An 8-item study skills survey was also used in this investigation to gather self-report information on the students’ study habits and strategies using the same response options as in the Cognitive Test Anxiety scale (Cassady, 2004b).”
• The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance (2017, background): “…on student performance for high stakes tests (Cruz, 2010; DeCaro, Thomas, Albert, & Beilock, 2011; Lowe, Grubein, & Raad, 2011), typical classroom exams (Zeidner & Matthews, 2005), and even laboratory-based assessment measures that have no evaluative impact (Cassady, 2004a; Naveh-Benjamin, 1991).”
• Determinants of International Students’ Academic Performance (2010, background): “Some recent studies have brought both categories of cognitive appraisal together to explore students’ achievement and found some association between low levels of self-efficacy and helpless atrributional style (Cassady 2004).”
• The Test Anxiety Inventory for Children and Adolescents (TAICA) (2008, unknown): “…Hembree, 1988), social–emotional functioning (e.g., Beidel & Turner, 1988), trait anxiety (e.g., McDonald, 2001), study skills and habits (e.g., Cassady, 2004), academic ability (e.g., Sub & Prabha, 2003), and academic self-efficacy (e.g., McIlroy, Bunting, & Adamson, 2000), are viewed as…”
• 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, unknown): “…Derakshan, Santos, & Calvo, 2007), study skills including metacognition, motivation, self-regulation, and information organization (e.g., Ashcraft, 2002; Cassady, 2004; Ma, 1999; Schutz & Davis, 2000), and global well-being including selfesteem (e.g., Beidel & Turner, 1988; Pekrun et al., 2004).”
• Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis (2018, background): “One of the most enduring explanations for the performance deficits observed among test anxious is the cognitive-interference model—which initially proposed that test anxiety impairs optimal performance because students are focusing on task-irrelevant cognitions during testing situations (Cassady, 20”