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Pregled bibliografske jedinice broj: 894321

Predictors and outcomes of test anxiety


Putarek, Vanja; Vlahović-Štetić, Vesna; Kozina, Mihael
Predictors and outcomes of test anxiety // Stress and anxiety - coping and resilience / Moore, Kathleen A. ; Buchwald, Petra (ur.).
Berlin: Logos Verlag Berlin GmbH, 2017. str. 115-126


Naslov
Predictors and outcomes of test anxiety

Autori
Putarek, Vanja ; Vlahović-Štetić, Vesna ; Kozina, Mihael

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Stress and anxiety - coping and resilience

Urednik/ci
Moore, Kathleen A. ; Buchwald, Petra

Izdavač
Logos Verlag Berlin GmbH

Grad
Berlin

Godina
2017

Raspon stranica
115-126

ISBN
978-3-8325-4507-9

Ključne riječi
Test anxiety, reinforcement sensitivity, dysfunctional attitudes, depression, academic stress

Sažetak
Test anxiety represents one of the key aspects of low motivation and has a negative effect on school performance. The constructs that can be related to test anxiety are reinforcement sensitivity and dysfunctional attitudes. Reinforcement sensitivity refers to the assumption that personality consists of three neuropsychological systems: behavioral activation (BAS), behavioral inhibition (BIS), and fight-flight-freeze (FFFS) system. Individual differences in the sensitivity of these systems are reflected in personality traits and vulnerability to some difficulties (e.g., anxiety). Dysfunctional attitudes are cognitive distortions about self, others and the world, which result in interpreting biases in evaluating situations that interfere with information processing. Test anxiety could be accompanied by other psychological difficulties, such as depression and academic stress. Therefore, the aim of our study was to investigate whether dysfunctional attitudes mediate between reinforcement sensitivity and test anxiety, and whether test anxiety predicts depression and academic stress. Reinforcement sensitivity was represented by BIS and FFFS, while test anxiety consisted of worry and emotionality dimensions. The participants were 537 high school students from first to fourth grade. Data were collected by The Reinforcement Sensitivity Theory Personality Questionnaire, Dysfunctional Attitude Scale, Test Anxiety Inventory, Children’s Depression Inventory and four items related to academic stress constructed for this study. Dysfunctional attitudes and test anxiety-worry were found to be the partial mediators between BIS and depression. Test anxiety-emotionality was a partial mediator between (1) FFFS and academic stress, and (2) BIS and academic stress. The study has shown that direct relations between predictors, BIS and FFFS, and academic stress, as well as between BIS and depression were significant.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb