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The effect of exam frequency on academic success of undergraduate music students and comparison of students performance anxiety levels
13 references·1 citing·52 second hop
The effect of exam frequency on academic success of undergraduate music students and comparison of students performance anxiety levels (2017)The effect of exam frequency on academic …HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING (2013)HEIGHTENED TEST ANXIETY AMONG…Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators (2012)Test Anxiety and High-Stakes …Standardized Testing and School Accountability (2010)Standardized Testing and Scho…No Child Left Behind: Values and Research Issues in High‐Stakes Assessments (2009)No Child Left Behind: Values …Deconstructing test anxiety (2008)Deconstructing test anxietyThe promise and perils of self-regulated study (2007)The promise and perils of sel…Assessment of music performance anxiety in late childhood: A validation study of the Music Performance Anxiety Inventory for Adolescents (MPAI-A). (2005)Assessment of music performan…Addressing Test Anxiety in a High-Stakes Environment: Strategies for Classrooms and Schools (2005)Addressing Test Anxiety in a …The Exam-A-Day Procedure Improves Performance in Psychology Classes (2002)The Exam-A-Day Procedure Impr…Cognitive processes in music performance anxiety (2002)Cognitive processes in music …Gender differences in anxiety disorders and anxiety symptoms in adolescents. (1998)Gender differences in anxiety…Anticipation of Performance among Musicians: Physiological Arousal, Confidence, and State-Anxiety (1990)Anticipation of Performance a…A COMPARISON OF STUDENTS STUDYING‐BEHAVIOR PRODUCED BY DAILY, WEEKLY, AND THREE‐WEEK TESTING SCHEDULES1 (1971)A COMPARISON OF STUDENTS STUD…Correlation of piano lesson success of music teacher candidates with their piano exam anxiety levels and their opinions on causes of anxiety (2022)Correlation of piano lesson s…Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data (1967)Correlates, Causes, Effects, and Treatment of Test Anxiety (1988)Test Anxiety: The State of the Art (1998)Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010 (2012)Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021)Anxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties (2022)Why Investigate Metacognition? 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(1992)Achievement goals as mediators of the relationship between competence beliefs and test anxiety (2011)Handbook of Competence and Motivation (2013)Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective (2016)Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019)A cognitive-behavioral model of anxiety in social phobia (1997)Psychological Treatment of Musical Performance Anxiety: Current Status and Future Directions. (2005)Effects of Heart Rate Variability Coherence Biofeedback Training and Emotional Management Techniques to Decrease Music Performance Anxiety (2010)Anxiety and Performance in Sex, Sport, and Stage: Identifying Common Ground (2019)Effects of Frequent Classroom Testing (1991)Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps (2013)Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module (2014)Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding (2015)Stage fright in orchestral musicians: A study of cognitive and behavioural strategies in performance anxiety (1987)Investigating Musical Performance Anxiety among Music College Singing Students: A quantitative analysis (2003)An Investigation Into the Choral Singer's Experience of Music Performance Anxiety (2009)Low-stress and high-stress singing have contrasting effects on glucocorticoid response (2015)"General Intelligence," Objectively Determined and Measured (1904)Intelligence and educational achievement (2006)Assessment in Game-Based Learning (2012)The experience of education: The impacts of high stakes testing on school students and their families (2012)Educational measurement. 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References

  • 1998Gender differences in anxiety disorders and anxiety symptoms in adolescents.742 cited
  • 2007The promise and perils of self-regulated study527 cited
  • 2013HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING272 cited
  • 2002The Exam-A-Day Procedure Improves Performance in Psychology Classes222 cited
  • 2010Standardized Testing and School Accountability186 cited
  • 2008Deconstructing test anxiety139 cited
  • 1990Anticipation of Performance among Musicians: Physiological Arousal, Confidence, and State-Anxiety129 cited
  • 2002Cognitive processes in music performance anxiety119 cited
  • 2012Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators104 cited
  • 1971A COMPARISON OF STUDENTS STUDYING‐BEHAVIOR PRODUCED BY DAILY, WEEKLY, AND THREE‐WEEK TESTING SCHEDULES196 cited
  • 2005Addressing Test Anxiety in a High-Stakes Environment: Strategies for Classrooms and Schools96 cited
  • 2005Assessment of music performance anxiety in late childhood: A validation study of the Music Performance Anxiety Inventory for Adolescents (MPAI-A).87 cited
  • 2009No Child Left Behind: Values and Research Issues in High‐Stakes Assessments37 cited

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  • 2022Correlation of piano lesson success of music teacher candidates with their piano exam anxiety levels and their opinions on causes of anxiety

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