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ERIC Number: EJ1175486
Record Type: Journal
Publication Date: 2018-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1045-3830
Is Perceived Control a Critical Factor in Understanding the Negative Relationship between Cognitive Test Anxiety and Examination Performance?
Putwain, David W.; Aveyard, Ben
School Psychology Quarterly, v33 n1 p65-74 Mar 2018
A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how 3 self-beliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics. Results showed an interaction between worry and perceived control. Students with higher perceived control performed better at low levels of worry. As worry increased, the differential advantage offered by higher perceived control diminished. At high levels of worry control made little difference to examination performance. Interventions designed to reduce worry may not necessarily improve examination performance unless they also target improved control.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A