Cognitive Test Anxiety and Academic Performance

By J. Cassady, Ronald E. Johnson. 2002

1,466 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/afc1ce9222323027e7f54af680890e10c60d420f

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Measuring Motivation in Low-Stakes Assessments (2015, background): “For example, a number of researchers acknowledge that increasing consequences for the student may serve to increase test anxiety, which has also been shown to impact negatively on performance and threaten test validity (Cassady & Johnson, 2002).”
The Impact of Cognitive Test Anxiety on Text Comprehension and Recall in the Absence of External Evaluative Pressure (2004, background): “A classic study by Easterbrook (1959) demonstrated that heightened emotional responses led to a restricted range of retrieval cues available to learners during a recall task.”
The Relationship between Test Anxiety and Academic Achievement (2010, background): “…of test anxiety because of the fact that these both factors are related to academic performance (Berk & Nanda, 2006; Chapell et al., 2005; Cassady & Johnson, 2002; Hanckock, 2001; Smith, 2000; Pintrich & Schunk, 1996; Bandlos, Yates, & Thorndike-Christ, 1995; Williams, 1994; Williams,…”
Gender Differences in Test Anxiety and Their Impact on Higher Education Students’ Academic Achievement (2016, background): “Students frequently report test anxiety and there is broad agreement in the empirical literature that it is associated with lower academic performance (Cassady & Johnson, 2002; Zeidner, 1998).”
Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (2008, background): “…investigated in relationship to academic procrastination, self-regulation, self-efficacy, and self-esteem have received the most attention (e.g., Cassady & Johnson, 2002; Chu & Choi, 2005; DeRoma et al., 2003; Ferrari, 2001; Haycock, McCarthy, & Skay, 1998; Howell et al., 2006; Senécal,…”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, result): “This is in line with previous results (see Hembree ( 1990 ) for a review, and for general test anxiety, see Cassady & Johnson ( 2002 )) showing that even though girls are significantly more anxious, they do not perform more poorly than boys.”
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “Significant negative relations between test anxiety and course grades/GPA among primary, secondary, undergraduate, and graduate students have been found (Cassady & Johnson, 2002 ; Chapell et al, 2005 ; Hembree, 1988 ).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, positive): “Bandura (1997) maintained that moderate levels of arousal lead to optimal performance, a contention supported by various empirical findings (Cassady and Johnson 2002; Keeley et al. 2008).”
Statistics anxiety, trait anxiety, learning behavior, and academic performance (2012, background): “Too little arousal also has a negative impact because an individual fails to recognize the examination as challenging (Cassady and Johnson 2002; Keeley et al. 2008; Morris et al. 1981; Steyer et al. 1990).”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “1986; Tice and Baumeister 1997; Wesley 1994), but in other studies this effect did not occur (Beck et al. 2001; Cassady and Johnson 2002; Pychyl et al. 2001).”