Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators
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Authors
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Publication date
29.07.2022
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01A - Journal article
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Parent work
British Journal of Educational Psychology
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Issue / Number
00
Pages / Duration
1-18
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Wiley
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Abstract
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.
Keywords
control-value theory, electrodermal activity, test anxiety components, test performance
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ISBN
ISSN
0007-0998
2044-8279
2044-8279
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
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Citation
Roos, A.-L., Goetz, T., Krannich, M., Donker, M., Bieleke, M., Caltabiano, A., & Mainhard, T. (2022). Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology, 00, 1–18. https://doi.org/10.1111/bjep.12536