Self-efficacy, test anxiety, and academic success: A longitudinal validation

By J. Roick, Tobias Ringeisen. 2017

125 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d79a6f2852d8a62fb56dad5790eb581a7f5fa29e

How researchers see this paper

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

In Clinical Psychology

1. Enrica Donolato
2. E. Young
3. J. Sharp
4. Jane C. Sharp
5. Irene Mammarella
6. S. Caviola
7. D. Giofrè

In Experimental and Cognitive Psychology

1. Irene Mammarella
2. S. Caviola
3. Enrica Donolato
4. E. Young
5. J. Sharp
6. Jane C. Sharp
7. D. Giofrè

In Social Psychology

1. Irene Mammarella
2. S. Caviola
3. Enrica Donolato
4. E. Young
5. J. Sharp
6. Jane C. Sharp
7. D. Giofrè

Citations in the corpus

• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…understanding of achievement-related emotions like academic boredom and their wider relationship with learning from which subsequent investigations could be better operationalised (see also Perry et al., 2001; Artino et al., 2012; Daniels and Stupnisky, 2012; and Roick and Ringeisen, 2017).”
• Anxiety profiles and protective factors: A latent profile analysis in children (2018, background): “Their effects have been examined in relation either to academic performance (Hill et al., 2016; Putwain, Daly, Chamberlain, & Sadreddini, 2015; Roick & Ringeisen, 2017) or to other forms of anxiety, such as general anxiety (Carey, Devine, Hill, & Szűcs, 2017).”