Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept.

Autor/inn/en	Arens, A. Katrin; Becker, Michael; Möller, Jens
Titel	Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept.
Quelle	In: Contemporary educational psychology, (2017) 51, S. 240-252Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (überarbeitete Fassung); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2017.08.005
URN	urn:nbn:de:0111-pedocs-217546
Schlagwörter	Empirische Untersuchung; Strukturgleichungsmodell; Vergleich; Angst; Emotion; Selbsteinschätzung; Selbstkonzept; Schuljahr 07; Mündliche Leistung; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Mathematikunterricht; Einflussfaktor
Abstract	The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one's achievement in one domain with the achievement of one's peers in the same domain) and dimensional (comparing one's achievement in one domain with one's achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4