Test anxiety, evaluative stress, and susceptibility to distraction from threat

By Edmund Keogh, Christopher C. French. 2001

125 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dce16d965cb870c70e948baf4481df7891602b38

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. D. Putwain
2. Małgorzata Ilkowska
3. Reinhard Pekrun
4. N. Derakshan
5. M. Eysenck
6. F. Bond
7. J. Stöber
8. Rita Santos

In Social Psychology

1. D. Putwain
2. Reinhard Pekrun
3. F. Bond
4. J. Stöber
5. Rita Santos
6. Manuel G. Calvo
7. N. Derakshan
8. M. Eysenck

Citations in the corpus

• Trait and State Differences in Working Memory Capacity (2010, background): “This, in tum, leaves less attentional resources available for the task (Keogh & French, 2001).”
• Advances in test anxiety research (2004, background): “…paper ‘‘Test anxiety, susceptibility to distraction, and examination performance’’, Keogh, Bond, French, Richards, and Davis, expand on previous work by Keogh and French (2001) and examine the relative role that worry about examinations (a major component of test anxiety) and susceptibility to…”
• Test anxiety and GCSE performance: the effect of gender and socio‐economic background (2008, background): “In recent years, there has been an upsurge of interest in the UK, testing predictions of the processing efficiency in undergraduate samples (Keogh & French, 2001; Keogh, Bonf, French, Richards, & Davies, 2004; Richards, French, Keogh, & Carter, 2000), establishing normative and group differences in…”
• Test anxiety, susceptibility to distraction and examination performance (2004, methodology): “The primary objective of this study was to extend our previous work (Keogh and French, 2001) and examine whether a specific susceptibility to distraction from threat would predict examination performance amongst students prone to worrying about examinations.”
• Anxiety and cognitive performance: attentional control theory. (2007, background): “…example, adverse effects of distracting stimuli on the performance of anxious individuals compared with nonanxious ones are often greater when the distracting stimuli are threat related rather than neutral (e.g., Egloff & Hock, 2001; Eysenck & Byrne, 1992; Keogh & French, 2001; Mogg et al., 2000).”