Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Kaplan, Robert M.; McCordick, Sharon M.; Twitchell, Mark

doi:10.1037/0022-0167.26.5.371

Cited by 27 publications

(20 citation statements)

References 30 publications

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“…What can be done when`adverse impact' cannot be justified? The reduction of anxiety levels and increased performance of test anxious subjects has been achieved by a number of techniques, including systematic desensitization (Deffenbacher et al 1980), cognitive modelling (Kaplan, McCordick and Twitchell 1979), relaxation methods and test-taking skills instruction (Kirkland and Hollandsworth 1980), anxiety management training (Thompson, Griebstein and Kuhlenschmidt 1980). However, while appropriate for a specific intervention with test anxious subjects, such approaches would not appear to be practical in the typical selection scenario.…”

Section: Discussionmentioning

confidence: 99%

An Investigation into the Relationship between Neuroticism, Extraversion and Cognitive Test Performance in Selection

Dobson

2000

Int J Selection Assessment

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This research reports an investigation into the relationship between neuroticism, extraversion and cognitive test performance in a real selection situation. Strong support is found for the proposition that neuroticism is associated with lower performance on numerical reasoning tests in stressful situations and that the obtained scores provide a significant under-estimate of the neurotic's true ability in such circumstances. The state-trait model of anxiety and the concept of cognitive interference appear to provide an adequate explanation of the findings. The implications of these findings for the assessment of cognitive ability in selection are discussed.

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Section: Discussionmentioning

confidence: 99%

An Investigation into the Relationship between Neuroticism, Extraversion and Cognitive Test Performance in Selection

Dobson

2000

Int J Selection Assessment

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“…One frequently mentioned distinction is the one between worry and emotionality (Deffenbacher, 1977(Deffenbacher, , 1978Kaplan, McCormick, & Twitchell, 1979;Liebert & Morris, 1967;Morris, Davis, & Hutchings, 1981). Worry refers to the cognitive side of anxiety (preoccupations, concerns); emotionality refers largely to a person's awareness of bodily arousal and tension.…”

Section: Components Of Test Anxietymentioning

confidence: 99%

Test Anxiety

Sarason¹,

Sarason²

1990

Handbook of Social and Evaluation Anxiety

126

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“…One heuristic distinction that has been pursued is that between worry and emotionality (Deffenbacher, 1977(Deffenbacher, , 1978Kaplan, McCordick, & Twitchell, 1979;Liebert & Morris, 1967;Morris, Davis, & Hutchings, 1981). Worry refers to the cognitive side of anxiety (preoccupations, concerns); emotionality refers largely to a person's awareness of bodily arousal and tension.…”

Section: Components Of Test Anxietymentioning

confidence: 99%

Stress, anxiety, and cognitive interference: Reactions to tests.

Sarason¹

1984

Journal of Personality and Social Psychology

682

486

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The nature of test anxiety and its relationships to performance and cognitive interference are analyzed from the standpoint of attentional processes. A new instrument to assess dimensions of reactions to tests is presented, and its psychometric properties are described. The scales of the Reactions to Tests questionnaire (Worry, Tension, Test-Irrelevant Thinking, Bodily Symptoms) were compared with regard to intellective performance and cognitive interference. The results were consistent with the idea that the problem of anxiety is, to a significant extent, a problem of intrusive thoughts that interfere with task-focused thinking. In the last of the three studies reported, it was shown that self-preoccupying intrusive thinking can be reduced by means of a task-focusing experimental condition. The studies suggest that the Reactions to Tests questionnaire may be useful in denning anxiety more sharply and improving understanding of how it relates to performance.

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Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Abstract: Requests for reprints should be sent to Robert M. An opposing view of test anxiety has been Kaplan, PsychologyClinic, San DiegoState University, offered by Spielberger (1972) who con-San Diego, California 92182. ceptualizes test anxiety as a situation-spe

Cited by 27 publications

References 30 publications

An Investigation into the Relationship between Neuroticism, Extraversion and Cognitive Test Performance in Selection

An Investigation into the Relationship between Neuroticism, Extraversion and Cognitive Test Performance in Selection

Test Anxiety

Stress, anxiety, and cognitive interference: Reactions to tests.

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