Article2004

The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure

129 citations0/0 files storedApplied Cognitive Psychology

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Education, Achievement, and Giftedness Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes Memory Processes and Influences

Abstract

Abstract Two studies examined the effects of cognitive test anxiety on students' memory, comprehension, and understanding of expository text passages in situations without externally‐imposed evaluative pressure. The results gathered through structural equations modelling demonstrated a significant impact of cognitive test anxiety on performance in conditions with and without external evaluative pressure. The impact of cognitive test anxiety was stronger in those conditions with external evaluative pressure. The results are interpreted to support processing models of test anxiety that propose test anxiety interferes with learning through deficiencies in encoding, organization, and storage in addition to the classic interpretation of retrieval failures. In addition, the data provide support for additive models of test anxiety that address both stable and situational factors in the overall impact of cognitive test anxiety on performance. Copyright © 2004 John Wiley & Sons, Ltd.

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References

2015A Beginner's Guide to Structural Equation Modeling 1988Correlates, Causes, Effects, and Treatment of Test Anxiety 2002Cognitive Test Anxiety and Academic Performance 1998Test Anxiety: The State of the Art 2005A Beginner's Guide to Structural Equation Modeling 1980Test anxiety : theory, research, and applications 1998Software Review: Software Programs for Structural Equation Modeling: Amos, EQS, and LISREL 1981Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale.

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