How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy.

Autor/inn/en	Krispenz, Ann; Gort, Cassandra; Schültke, Leonie; Dickhäuser, Oliver
Titel	How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Gefälligkeitsübersetzung: Wie man Prüfungsangst und akademische Prokrastination durch die Reflexion kognitiver Bewertungen reduziert: Eine Pilotstudie, die die Rolle der akademischen Selbstwirksamkeit untersucht.
Quelle	In: Frontiers in psychology, (2019) 10, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.01917
Schlagwörter	Bildungsanspruch; Bewältigung; Selbstwirksamkeit; Stressbewältigung; Prüfungsangst; Stress; Intervention
Abstract	Background and Objectives: Test anxiety can impair learning motivation and lead to procrastination. Control-value theory of achievement emotions (Pekrun, 2006) assumes test anxiety to be a result of students' appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students' academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term. Design: Longitudinal quasi-randomized intervention control trial. Methods: University students identified worry thoughts regarding a specific and frightening testing situation. Intervention participants (n = 40) explored their worry thoughts with the IBSR method. Participants of an active waitlist control group (n = 31) received the intervention after the study was completed. Dependent variables were assessed before and after the intervention as well as at the end of the term. Results: Data-analyses revealed that the IBSR intervention reduced test anxiety as well as subsequent academic procrastination in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. Conclusion: Our findings provide preliminary evidence that IBSR might help individuals to cope with their test anxiety and procrastination. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3