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ERIC Number: ED363624
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 30
Abstractor: N/A
Reference Count: N/A
Exploring the Relationship of Test Anxiety and Metacognition on Reading Test Performance: A Cognitive Analysis.
Everson, Howard T.; And Others
This study explored the relationship between test anxiety and metacognitive word knowledge on performance on a reading comprehension test. One hundred and seventeen college students completed four paper and pencil measures: (1) a self-report measure of test anxiety; (2) an archival test of reading ability; (3) a metacognitive word knowledge task; and (4) a standardized measure of reading comprehension. A series of multiple regression analyses suggest that the cognitive component of test anxiety (worry) exerted a negative influence on students' performance on the metacognitive word knowledge task, independent of overall reading ability. Analyses of performance on three reading comprehension subscales suggests that when reading ability is controlled statistically, students' level of anxious worrying and their metacognitive word knowledge influenced performance on all three reading comprehension subscales. However, on the most demanding reading comprehension subscale (understanding the writers' assumptions, opinions and tone) metacognitive word knowledge interacted with worry, such that when anxious worrying was low increases in metacognitive word knowledge were associated with higher performance and, conversely, when anxious worrying was high increases in metacognitive word knowledge were associated with lower levels of performance. Findings are discussed within the framework of a cognitive capacity formulation of test anxiety. Six tables and one figure are included. One appendix contains a word list. (Contains 44 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A