ERIC Number: EJ1089085
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 56
The Relationship between Goal Setting and Students' Experience of Academic Test Anxiety
Flanagan, Michael J.; Putwain, David W.; Caltabiano, Marie L.
International Journal of School & Educational Psychology, v3 n3 p189-201 2015
Previous studies have established that higher test anxiety (TA) is related to achievement goals with an avoidance valence. However, comprehensive empirical examination of relations between the recently proposed 3 × 2 model of achievement goals (self, task, and other-referenced goals along an approach-avoidance dimension) and test anxiety has yet to be undertaken. To address this gap, self-reported data were collected from 286 undergraduate students from England, Australia, and Singapore. Variable-centered regression analyses revealed the novel finding that over and above the influence of a range of covariates, including academic self-efficacy, a greater task-approach goal was associated with lower test-irrelevant thinking and bodily symptoms of TA. Further, a higher other-avoidance goal was related to higher worry and tension. Cluster analyses demonstrated that students tended to endorse multiple goals and, notably, strongly endorsed self and task goals above other-related achievement goals. Educational and clinical implications of these findings are: firstly, one may simultaneously endorse multiple achievement goals in profiles that can be associated with elevated or reduced TA, and secondly, the previously reported effects of mastery-approach goals on TA may have been largely related to the influence of subsumed task-related goals. Results have implications for the management of students with debilitating TA.
Descriptors: Correlation, Goal Orientation, Test Anxiety, Undergraduate Students, Regression (Statistics), Self Efficacy, Symptoms (Individual Disorders), Foreign Countries, Multivariate Analysis, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia; Singapore; United Kingdom (England)