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ERIC Number: EJ1143060
Record Type: Journal
Publication Date: 2016-Jul
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0272-930X
Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective
Wood, Sarah G.; Hart, Sara A.; Little, Callie W.; Phillips, Beth M.
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v62 n3 Article 1 p233-251 Jul 2016
Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other nontarget aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and reading comprehension as measured by a high-stakes test. Mirroring the behavioral literature of test anxiety, three different dimensions of test anxiety were examined in relation to reading comprehension--namely, intrusive thoughts, autonomic reactions, and off-task behaviors. Participants included 425 sets of twins from the Florida Twin Project on Reading. The results indicated test anxiety was negatively associated with reading comprehension test performance, specifically through common shared environmental influences. The significant contribution of test anxiety to reading comprehension on a high-stakes test supports the notion that nontargeted factors might interfere with accurately assessing students' reading abilities.
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: P50HD052120