The Influence of Personality Factors, Value Appraisals, and Control Appraisals on Cognitive Test Anxiety

Autor/inn/en	Thomas, Christopher L.; Cassady, Jerrell C.
Titel	The Influence of Personality Factors, Value Appraisals, and Control Appraisals on Cognitive Test Anxiety
Quelle	In: Psychology in the Schools, 56 (2019) 10, S.1568-1582 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Christopher L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22303
Schlagwörter	Personality Traits; Test Anxiety; Learning Strategies; Questionnaires; Student Evaluation; Neurosis; Predictor Variables; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Examination phobia; Testangst; Prüfungsangst; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulnote; Studentische Bewertung; Neurose; Prädiktor
Abstract	Cognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations--including test-anxious responses--follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual-level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale-Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test-anxious students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01