The Relationship Between Goal Setting and Students' Experience of Academic Test Anxiety

Flanagan, Michael J.; Putwain, David W.; Caltabiano, M. L.

doi:10.1080/21683603.2015.1060910

Cited by 12 publications

(18 citation statements)

References 47 publications

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“…These results are similar to those found in the general test anxiety literature (e.g. Flanagan et al, 2015), because avoidance-based goals are more oriented toward threat and failure, and consequently are more likely to increase test anxiety (Elliot et al, 2011). Conversely, approach-based goals are more likely to reduce test anxiety because these kinds of goals focus on competence, challenge, and success (Elliot, 1999; Elliot and McGregor, 2001).…”

Section: Discussionsupporting

confidence: 88%

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The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Danthony

Mascret

Cury

2020

European Physical Education Review

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The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

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Section: Discussionsupporting

confidence: 88%

“…Only Flanagan et al (2015) have used this 3 × 2 model to investigate its relations with test anxiety in general. They showed that task-approach goals negatively predicted test-irrelevant thinking and bodily symptoms, and that worry and tension were positively predicted by other-avoidance goals.…”

Section: Introductionmentioning

confidence: 99%

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Danthony

Mascret

Cury

2020

European Physical Education Review

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“…The previous literature provides indirect and mixed evidence for this relationship (Lee et al, 2003;Senko & Harackiewicz, 2005). We reconcile these differences by empirically testing this relationship, thereby adding to the literature investigating the consequences of achievement goals (e.g., Harackiewicz et al, 2000;Cury et al, 2002;Lee et al, 2003;Flanagan et al, 2015). This finding is also in alignment with previous research documenting the overlap between aspiration and well-being (e.g., Cheng et al, 2014;Gao & Smyth, 2010).…”

Section: Discussionsupporting

confidence: 75%

“…In contrast, researchers also find that negative emotions can be exacerbated by achievement goals due to high expectations. For example, students aspiring for high achievement goals may experience more anxiety during tests (Flanagan, Putwain, & Caltabiano, 2015).…”

Section: Introductionmentioning

confidence: 99%

Achievement goals and life satisfaction: the mediating role of perception of successful agency and the moderating role of emotion reappraisal

Wang

Sun

et al. 2017

Psicol. Refl. Crít.

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Achievement goals are cognitive representations that guide behavior to a competence-related future end state. Existing theories and empirical findings suggest that achievement goals are potentially related to life satisfaction. However, the relationship between achievement goals and life satisfaction remains relatively unexplored in the psychology literature. In this study, we examined how, why, and when achievement goals affect life satisfaction using original survey data from China. The results suggest that achievement goals were positively related to life satisfaction (R 2 = .20, 90% CI [.11, .26]), that the perception of successful agency fully mediated the relationship between achievement goals and life satisfaction (R 2 = .22, 90% CI [.12, .27]), and that emotion reappraisal moderated the relationship between achievement goals and life satisfaction (R 2 = .34, 90% CI [.23, .39]). Our study indicates that achievement goals have a positive influence on life satisfaction and help to elucidate the mechanism and boundary condition of this influence.

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“…Although in the present study the five factors of the RTAR-PE scale were significantly related to several constructs known to be associated with test anxiety and/or PE anxiety in previous findings, many other variables may be examined to expand this framework. For example, Flanagan, Putwain, and Caltabiano (2015) have studied test anxiety in relation to the 3 x 2 model of achievement goals (self-, task-and other-referenced goals along an approach-avoidance dimension). Since a similar measure exists in the sport domain (Mascret et al, 2015), test anxiety in PE may be related to the six factors of the 3x2 Achievement Goals Questionnaire for Sport to refine the findings of the present study by separating mastery-based goals into task-based and self-based categories (performance relative to the absolute demands of the task or activity and performance relative to one's own trajectory).…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of a Scale Assessing Test Anxiety in Physical Education

Danthony

Mascret

Cury

2019

Journal of Teaching in Physical Education

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Purpose: There is currently no scale assessing test anxiety in physical education (PE), despite the specificities of this class (e.g., body image, failure in front of peers). Accordingly, the aim of the present study was to develop a specific scale named the “Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education” (RTAR-PE). Method: Self-report data were collected from 281 (Study 1) and 390 (Study 2) students in French schools (age range: 13–18 years). Results: Study 1 showed that the RTAR-PE scale has acceptable psychometric properties. Study 2 confirmed the results of Study 1 and showed the convergent, discriminant, and predictive validities of the scale. Gender differences were found, with girls showing higher PE test anxiety than boys. Discussion/Conclusion: The RTAR-PE is a newly available scale assessing the different facets of test anxiety in PE (worry, self-focus, bodily symptoms, somatic tension, and perceived control) considering the specificities of this class.

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The Relationship Between Goal Setting and Students' Experience of Academic Test Anxiety

Cited by 12 publications

References 47 publications

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Achievement goals and life satisfaction: the mediating role of perception of successful agency and the moderating role of emotion reappraisal

Development and Validation of a Scale Assessing Test Anxiety in Physical Education

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