Abstract
Two methods of assessing cognitive processes in test anxiety were investigated in an actual classroom test. Subjects (N =96) listed their thoughts and filled out a checklist of positive and negative thoughts either after one-third of the test, after two-thirds of the test, or immediately after completing the test. The checklist negative thoughts score was related to test anxiety, whereas none of the thought-listing categories differentiated among levels of test anxiety. This finding, together with the results of previous studies, suggests greater construct validity for the checklist than for the thought listing. Among the checklist and thought-listing scores, checklist negative thoughts were also the mostly strongly related to performance. The combined assessment was found to be reactive, in that high test-anxious subjects who completed the measures two-thirds of the way through the test obtained lower test scores than some other subjects. This finding implies that caution may be needed in using multiple cognitive measures that require students to interrupt their work during a real exam.
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