Test anxiety and GCSE performance: the effect of gender and socio‐economic background

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Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “As previouslymentioned, both forms of academic anxiety (MA and TA) are far-reaching and tend to have a detrimental impact on academic performance (Hembree, 1990; Ma, 1999; Putwain, 2008; Segool et al., 2013).”
Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators (2012, background): “Increased emphasis on high-stakes testing is often accompanied with increased levels of test anxiety (Putwain, 2007, 2008a).”
Test anxiety prevalence and gender differences in a sample of English secondary school students (2014, background): “Further, the anxiety prompted by educational testing or examination may represent a threat to students’ general well-being (Putwain 2008b), and it is not inconceivable that this may constitute a clinical level of anxiety (LeBeau et al. 2010).”
Do cognitive distortions mediate the test anxiety–examination performance relationship? (2010, result): “The small relationships between test anxiety and exam performance are similar to those reported both in the UK (Putwain, 2008) and in meta-analyses based on international data (Hembree, 1988; Seipp, 1991) and provide further evidence that in the highstakes context provided by the GCSE, highly…”