Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

“…A key goal for this study was to add to the growing body of literature examining the viability of theoretically based practices for identifying and treating adverse emotional responses in educational settings. In particular, our work was targeted on the CVT, building on prior work that has illustrated the predictive utility of control and value appraisals in predicting students' levels of test anxiety (Boehme et al, ; Ringeisen, Raufelder, Schnell, & Rohrmann, ; Roick & Ringeisen, ). As such, we sought to provide additional evidence for the utility of the framework in explaining key determinants of test‐anxious responses among college students.…”

“…A key goal for this study was to add to the growing body of literature examining the viability of theoretically based practices for identifying and treating adverse emotional responses in educational settings. In particular, our work was targeted on the CVT, building on prior work that has illustrated the predictive utility of control and value appraisals in predicting students' levels of test anxiety (Boehme et al, 2017;Ringeisen, Raufelder, Schnell, & Rohrmann, 2016;Roick & Ringeisen, 2017). As such, we sought to provide additional evidence for the utility of the framework in Abbreviations: AIC, akaike information criterion; BIC, bayesian information criterion; CI, confidence interval; CFI, comparative fit index; ESEM, exploratory structural equation modeling; NFP, number of free parameters; SRMR, standardized root mean square residual; RMSEA, root mean square error of approximation; TLI, Tucker-Lewis index.…”

“…The control value theory (CVT) of achievement emotions is one contemporary theoretical framework that has guided many investigations focused on better understanding the determinants anxiety experienced before, during, and following testing situations (Boehme, Goetz, & Preckel, ; Lohbeck, Nitkowski, & Petermann, ; Putwain et al, ). The practical utility of CVT is rooted in recognition of the independent and interactive influence on situational factors and individual factors on maladaptive emotional responses.…”

“…Specifically, CVT provides a clear framework detailing how environmental and personal factors interact to produce adaptive and maladaptive responses to academic situations (Pekrun, Cusack, Murayama, Elliot, & Thomas, ). Although investigations informed by the key assumptions of the CVT have been successful in expanding our understanding of factors that initiate and prolong the experience of test anxiety (e.g., parental valuing of academic domains, Boehme et al (); e.g., use of ineffective study practices; Pekrun, Goetz, Titz, and Perry (); e.g., academic self‐efficacy; Roick and Ringeisen (), review of the existing literature demonstrates that there is still a sizable void in the field regarding the influence of individual personality traits that may better explain interindividual variation in the experience of test anxiety. Therefore, the current study was designed to test a multivariate model exploring the contribution of key CVT constructs as well as variations in personality structure on students' susceptibility to cognitive test anxiety.…”

An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance

“…Self-beliefs include subject-specific or domain-general competence perceptions, such as academic self-concept or academic self-efficacy (e.g., Preiss et al 2006), perceptions of study and test-taking skills (e.g., Topman et al 1992), and perfectionism (e.g., Eum and Rice 2011). Executive processes include appraisals of the personal importance of the forthcoming examination or test (e.g., Boehme et al 2017), metacognition (e.g., O'Carroll and Fisher 2013), and coping (e.g., Stöber 2004). Maladaptive situational interactions include avoidance behaviours (e.g., Cohen et al 2008) and attentional bias towards threat (Dong et al 2017).…”