Test anxiety, self-control, and knowledge retrieval in secondary school students

Bertrams, Alex; Englert, Christoph (2014). Test anxiety, self-control, and knowledge retrieval in secondary school students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(4), pp. 165-170. Hogrefe 10.1026/0049-8637/a000111

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The relationship between anxiety and performance has been found to depend on momentary self-control strength. In a sample of secondary school students (N = 136), we examined whether this finding can be generalized to knowledge retrieval. First, participants’ test anxiety was assessed and their self-control strength was experimentally manipulated, and then they completed a standardized vocabulary test as a measure of knowledge retrieval. While knowledge retrieval was not a function of test anxiety or self-control strength, the interaction of both variables predicted the knowledge demonstrated. In line with previous research, students with low self-control strength performed worse the more test anxious they were. In contrast, anxiety was unrelated to vocabulary performance in students with high self-control strength. We interpret this pattern such that test anxiety only hampers knowledge retrieval when self-control cannot be used to compensate for anxiety-related attentional deficits. This finding suggests that thorough preparation does not guarantee good test grades.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > Educational Psychology
07 Faculty of Human Sciences > Institute of Education

UniBE Contributor:

Bertrams, Alexander Gregor and Englert, Christoph

Subjects:

300 Social sciences, sociology & anthropology > 370 Education
100 Philosophy > 150 Psychology

ISSN:

0049-8637

Publisher:

Hogrefe

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

25 Mar 2015 09:19

Last Modified:

11 Sep 2017 18:08

Publisher DOI:

10.1026/0049-8637/a000111

BORIS DOI:

10.7892/boris.65087

URI:

https://boris.unibe.ch/id/eprint/65087

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