Test anxiety, self-control, and knowledge retrieval in secondary school students.

Autor/inn/en	Bertrams, Alex; Englert, Chris
Titel	Test anxiety, self-control, and knowledge retrieval in secondary school students.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 46 (2014) 4, S. 165-170Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000111
Schlagwörter	Wissen; Angstbewältigung; Prüfungsangst; Schüler; Wissen; Leistung; Selbstkontrolle; Angstbewältigung; Sekundarbereich; Schüler; Prüfungsangst; Leistung; Selbstkontrolle
Abstract	The relationship between anxiety and performance has been found to depend on momentary self-control strength. In a sample of secondary school students (N = 136), the authors examined whether this finding can be generalized to knowledge retrieval. First, participants' test anxiety was assessed and their self-control strength was experimentally manipulated, and then they completed a standardized vocabulary test as a measure of knowledge retrieval. While knowledge retrieval was not a function of test anxiety or self-control strength, the interaction of both variables predicted the knowledge demonstrated. In line with previous research, students with low self-control strength performed worse the more test anxious they were. In contrast, anxiety was unrelated to vocabulary performance in students with high self-control strength. This pattern is interpreted such that test anxiety only hampers knowledge retrieval when self-control cannot be used to compensate for anxiety-related attentional deficits. This finding suggests that thorough preparation does not guarantee good test grades. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2015/2