Test anxiety and reading comprehension: the key role of fluid reasoning

Abstract

ABSTRACT Background: High test anxiety has been associated with poorer academic performance. Test anxiety may affect academic performance by disrupting cognitive processes required for complex academic tasks, such as reading comprehension. Objectives and Method: The objective of this cross-sectional study was to clarify the cognitive pathways through which test anxiety may affect reading comprehension performance using archival clinical data of adults (n = 94; Mage = 23.35, SD = 4.32) referred for a comprehensive psychological assessment for academic difficulties. Serial multiple indirect effects analysis was used to assess for the direct and indirect effects of test anxiety on reading comprehension through cognitive processing speed, working memory, fluid reasoning, and crystallized knowledge. A second serial multiple indirect effects analysis was conducted with trait anxiety as the antecedent. Results: Test anxiety had a significant indirect effect on reading comprehension through fluid reasoning (B = -.08, SE = .04; 95% CI [-.15 to -.01]), while trait anxiety exerted no significant effect. Conclusion: Results suggest that test anxiety and fluid reasoning play unique roles in disrupting academic functioning among individuals referred for academic difficulties. It may be that test anxious adults struggle to reason effectively in testing situations, leading to downstream difficulty comprehending text.