Test anxiety, susceptibility to distraction and examination performance

Keogh, Edmund; Bond, Frank W.; French, Christopher C.; Richards, Anne; Davis, Robert E.

doi:10.1080/10615300410001703472

Cited by 66 publications

(42 citation statements)

References 17 publications

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“…Test-anxiety, especially worry has impact on academic performance, and working memory (Eysenck, 2001). In addition, Sarason (1984) as cited in Keoghi, Bond, French, Richards and Davis, 2004) found that test-anxiety decreases attention span, memory and concentration, then leads to low academic performance. Masson, Hoyois, Pcadot, Nahama, Petit and Ansseau (2004) found that high school students with high test-anxiety had a poor school performance.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

Yousefi¹,

Talib²,

Mansor³

et al. 2010

ASS

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The purpose of this study is to determine the relationship between test-anxiety and academic achievement among adolescents in Sanandaj, Iran. The respondents comprised of 400 students (200 boys and 200 girls) in the age range of 15-19 years old that were randomly selected from nine high schools in Sanandaj, Iran. A self administered questionnaire was used for data collection which includes a Test-Anxiety Inventory (TAI) (Abbolghasemi, 1988), Grade Point Average (GPA) score and personal information. Result shows that there is a significant correlation (r= -0.23, p=.000) between test anxiety and academic achievement among adolescents. In addition, there is a significant difference (t= 5.47, p=.000) of academic achievement between male and female adolescents whereby female score higher in their academic achievement. It is recommended that academic achievement and mental health be improved in school settings with support strategies such as educational guidance, counseling and psychotherapy or other psycho-educational program such as teaching life skill.

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Section: Introductionmentioning

confidence: 99%

“…On the other hand, Mozaffari (2001) found that 60% of Shayeds' high school students and 50 % of non Shayeds' high school students in Sanandaj had test-anxiety. Moreover, Keoghi, (2004) found that test-anxiety was related to distraction, and this has resulted in low academic achievement.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

Yousefi¹,

Talib²,

Mansor³

et al. 2010

ASS

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“…Increased familiarity with tests on reading and test situations involving reading, understanding, and answering could decrease the stress pupils experience during examinations of this kind (Kalechstein, Hocevar & Kalechstein, 1988). Standardised assessments are here to stay and pupils are going to be exposed to them in school (Keogh, Bond, French, Richards & Davis, 2004), they should therefore be given opportunities to get accustomed to sitting examinations. Finally, since the concept of test anxiety will be new to many primary schoolteachers in Sweden, it is not clear how an understanding of test anxiety will be integrated into the Swedish educational context.…”

Section: Discussionmentioning

confidence: 99%

Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety

Nyroos

Wiklund-Hörnqvist²

2017

EJREP

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“…In addition, attention deficit disorder is linked to dysfunction of the noradrenergic system (Biederman & Spencer, 1999). Individuals prone to anxiety are less susceptible to general distracters (Keogh, Bond, French, Richards & Davis, 2004) and increased anxiety is negatively correlated with distraction whereas extraversion is positively correlated with distraction (Bagby & Parker, 2001). Negative affect induced by increased anxiety is inversely correlated with ability to shift attention (Derryberry & Rothbart, 1988;Compton, 2000) and an increase in negative affectivity reduces the range of cues that an organism uses (Easterbrook, 1959).…”

Section: Trait Anxietymentioning

confidence: 99%

Individual Differences in Social Facilitation

Stein¹,

Aiello²

2009

PsycEXTRA Dataset

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of the Thesis Individuals Differences in Social Facilitationby Lyra M. Stein Thesis director: Dr. John R. AielloThe present study sought to elucidate the differences in performance in a social facilitation paradigm based on Uziel's (2007) meta-analysis. The present study measured the personality variables of anxiety, extraversion and self-esteem to determine moderation of performance on two word-pair tasks of varying complexity in a social facilitation paradigm. One hundred thirty-eight participants were randomly assigned to either the absence (alone) or presence (observer present) conditions. The results indicate that there are significant differences in performance based on differences in anxiety, extraversion and self-esteem, however in a manner other than theorized by Uziel or proposed by the present study. Individuals scoring high on extraversion and self-esteem were facilitated in the absence condition compared with the presence condition.Individuals high in anxiety did not change in performance between the absence and presence conditions. The results are discussed in terms of attentional mechanisms proposed by the distraction-conflict theory of social facilitation.iii Tables &Figures………………………………………………………………….iv

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Test anxiety, susceptibility to distraction and examination performance

Cited by 66 publications

References 17 publications

The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety

Individual Differences in Social Facilitation

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