Roos, Anna-Lena
Lade...
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Roos
Vorname
Anna-Lena
Name
Roos, Anna-Lena
5 Ergebnisse
Suchergebnisse
Gerade angezeigt 1 - 5 von 5
- PublikationControl, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators(Wiley, 29.07.2022) Roos, Anna-Lena; Goetz, Thomas; Krannich, Maike; Donker, Monika; Bieleke, Maik; Caltabiano, Anna; Mainhard, Tim [in: British Journal of Educational Psychology]Background This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). Aims We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. Sample The study comprised 50 eighth graders. Methods Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. Results Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. Conclusions Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationControl Antecedents and Achievement Effects of Test Anxiety Components: An Intra-Individual Approach(2020) Roos, Anna-Lena; Goetz, Thomas; Krannich, Maike; Jarrell, Amanda; Donker, Monika; Mainhard, Tim06 - Präsentation
- PublikationTest anxiety components: an intra-individual approach testing their control antecedents and effects on performance(Routledge, 2020) Roos, Anna-Lena; Goetz, Thomas; Krannich, Maike; Jarrell, Amanda; Donker, Monika; Mainhard, Tim [in: Anxiety, Stress & Coping]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationAssociations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions. Article 101906(Elsevier, 2020) Donker, Monika; van Gog, Tamara; Goetz, Thomas; Roos, Anna-Lena; Mainhard, Tim [in: Contemporary Educational Psychology]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationTeachers’ Physiological Arousal during Teacher-Student Interaction as Predictor of Teachers’ Emotional Experience: An Intra-Individual Perspective(04/2019) Donker, Monika; Mainhard, Tim; Goetz, Thomas; Roos, Anna-Lena; van Gog, Tamara06 - Präsentation