Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory. Evidence for gender-specific patterns.

Autor/inn/en	Ringeisen, Tobias; Raufelder, Diana; Schnell, Kerstin; Rohrmann, Sonja
Titel	Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory. Evidence for gender-specific patterns.
Quelle	In: Educational psychology, 36 (2016) 10, S. 1826-1844Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2015.1072134
Schlagwörter	Strukturgleichungsmodell; Angst; Beziehung; Emotion; Emotionalität; Erwartung; Kontrolltheorie; Selbstwirksamkeit; Soziale Beziehung; Adoleszenz; Geschlechtsspezifischer Unterschied; Prüfungsangst; Erwartungswert; Notendruck; Leistung; Sorge; Jugendlicher
Abstract	Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test anxiety (TA) predictors as proposed by CVT. A sample of German adolescent students (N=845) completed questionnaires that measured their school-related self-efficacy, test-related cognitions (expected grades and their perceived relevance) and the two major facets of TA: worry and emotionality. Multi-group structural equation modelling was used to test for gender differences in the interplay of the variables. Findings supported the assumptions of CVT for girls and boys, in that the proposed structure of relationships among the various predictors of TA was largely equivalent for both genders. However, emotionality was not related to subjective relevance for boys. Implications for further research on predictors of anxiety and its application to the school context are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2