Emotions and Self-Regulation During Test Taking

Schutz, Paul A.; Davis, Heather A.

doi:10.1207/s15326985ep3504_03

Cited by 158 publications

(162 citation statements)

References 69 publications

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“…The components of cognition, emotionality, and behavior in test anxiety are well documented (e.g., American Psychiatric Association, 2013; Eum & Rice, 2011;Morris, Davis, & Hutchings, 1981;Schutz & Davis, 2000). The findings that the PTAQ comprises a cognition-emotionality factor and a behavior factor are therefore in line with existing research and theory.…”

Section: Discussionsupporting

confidence: 78%

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Shadach

Levy-Frank²,

Levy³

et al. 2017

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Test anxiety interferes with the ability to communicate knowledge during tests. Preparatory test anxiety may lead to excessive learning that reduces concentration and leads to mistakes and ineffective learning. This preliminary study developed the Preparatory Test Anxiety Questionnaire (PTAQ), tested its reliability and construct validity, and assessed whether students with preparatory test anxiety exhibit excessive lea rning. Additionally, it explored the relations between the subscales and the total scores of the PTAQ and the TAI. Sample included 364 undergraduate college psychology students. Results indicated that the PTAQ is comprised of the 'cognition-emotion' and 'behavior' subscales and has an adequate internal consistency and construct validity. The subscales and total score of the PTAQ were positively correlated with those of the TAI. Regression analysis showed that the Emotion-Cognition scale of the PTAQ significantly added to the explained variance, while the Behavior scale did not. Results are discussed with regard to preparatory test anxiety.

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Section: Discussionsupporting

confidence: 78%

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Shadach

Levy-Frank²,

Levy³

et al. 2017

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“…Three important points can be deduced from the research reviewed here. First, that anxieties, fears, and phobias associated with the task of reading truly exist; second, that learning to read activates both the cognitive and affective parts of the brain; and finally, that attention to providing positive emotional states is a powerful way of improving children's overall school performance (Amsterlaw et al 2009;Croizet and Dutrevis 2004;Feldman 2007;Gygax et al 2007;Havighurst et al 2004;Osborne 2007;Schutz and Davis 2000;Yeh 2008;Zembylas 2005).…”

Section: What Is Reading Anxiety?mentioning

confidence: 99%

Understanding Reading Anxiety: New Insights from Neuroscience

Jalongo¹,

Hirsh²

2010

Early Childhood Educ J

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Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice.

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“…The impact of emotions may be positive, as well as negative in nature but the relation to learning is not so straightforward. For example, test anxiety is roughly seen as a debilitating emotion but research (Man et al, 1997;Schutz & Davis, 2000;Cassady & Johnson, 2002) shows that there are two components of the test anxiety, one that really worsens the academic performance (the cognitive component consisting of worrying about the consequences of failure), and on the other hand the so-called "emotionality" which is associated with the elevated arousal, has a nonlinear "u-curve" relation to performance and as such may facilitate learning (at least within some range) and performance .…”

Section: Emotions and Their Impact On Learning And Achievementmentioning

confidence: 99%

Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

Gläser‐Zikuda¹,

Stuchlíková²,

Janík³

2018

Orbis Scholae

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Abstract:The introductory paper gives an overview of the international research on emotions in learning and teaching. It addresses various theoretical, contextual, practical, and empirical aspects. In the first part, the paper reflects the core concept of emotions with particular emphasis on academic and achievement emotions. Next, it reviews the impact of emotions on students' learning and achievement, as well as on the relation between emotions and instructional quality. The final part deals with academic emotions viewed in the context of different school subjects. In general, this introductory paper emphasizes the relevance of emotions for education, especially for learning and teaching in school .

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Emotions and Self-Regulation During Test Taking

Cited by 158 publications

References 69 publications

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Understanding Reading Anxiety: New Insights from Neuroscience

Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

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