NotesFAQContact Us
Search Tips
Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924811
Record Type: Journal
Publication Date: 2011-Jun
Pages: 29
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0272-4316
Interactions among Domain-Specific Expectancies, Values, and Gender: Predictors of Test Anxiety during Early Adolescence
Selkirk, Laura C.; Bouchey, Heather A.; Eccles, Jacquelynne S.
Journal of Early Adolescence, v31 n3 p361-389 Jun 2011
This research focuses on the interaction between students' domain-specific expectancies and values as a predictor of test anxiety. A subsample of adolescents from the MSALT dataset are used in the current study; students complete measures during the spring of sixth grade and again during the spring of seventh grade. Overall, findings provide support for the predicted expectancy--value interaction. Those students who highly value success in math or English yet expect to do poorly in those subjects report the highest levels of test anxiety. Effect sizes are larger for math than English. Few gender differences emerge, but one prospective analysis reveals that girls who devalue English are more likely to maintain moderate levels of test anxiety across the transition to junior high school. Findings contribute novel information to the literature on test anxiety in young adolescents. (Contains 3 figures, 4 tables, and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A