Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

This article presents a review of 21 years (1990 to 2011) of multidisciplinary research on nontraditional college students that focuses on determinants of nontraditional student status and research methodology. The purpose is to address the methodological hindrances that have contributed to deficit-based views of nontraditional students in scholarly research. Specifically, the goals of the study are (a) to identify determinants used to classify nontraditional student status beyond older age, and (b) to provide a systematic analysis of methodological and theoretical approaches used to interpret findings on nontraditional students. Study findings are used to draw updated conclusions about conceptualizing nontraditional students and ways that scholars can promote a more accurate depiction of nontraditional students in the research.

Introduction: The shift to online learning owing to the coronavirus disease 2019 pandemic is posing an additional challenge to academic success, particularly for students who speak English as a Second Language (ESL). This study aimed to examine the factors that contribute to academic self-efficacy among ESL nursing students. Method: This was a cross-sectional study using path analysis with 113 undergraduate ESL nursing students in New York City. Data were collected online using self-report measures of the study variables: academic self-efficacy, perfectionistic concerns, acculturative stress, and e-learning stress. A hypothetical path model was tested using AMOS 26.0. Results: Perfectionistic concerns and acculturative stress directly affected academic self-efficacy. Furthermore, perfectionistic concerns and e-learning stress indirectly affected academic self-efficacy via the acculturative stress path. Discussion: Results indicate the importance of developing a multifaceted intervention that considers diverse cultural and psychological factors to help ESL nursing students enhance their academic self-efficacy in e-learning environments.

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