Test Anxiety in Spanish Adolescents: Examining the Role of Emotional Attention, and Ruminative Self-focus and Regulation.

Mario Pena,Lidia Losada

doi:10.3389/fpsyg.2017.01423

Abstract

Emotional attention has been found as a key predictive dimension of stress. However, very few studies have investigated the relationship between emotional attention and test anxiety. The objective of the present study was to analyze the role of emotional attention, measured using the Trait Meta-Mood Scale (TMMS), on the level of test anxiety, and measured using the Test Anxiety Inventory (TAI). In addition, we examined the potential mediating role of Self-Rumination and Self-Reflection, as measured through the Rumination-Reflection Questionnaire (RRQ), on the relationship between emotional attention and test anxiety. The sample included 385 Spanish adolescents between 14 and 19 years of age. Mediation analysis results are consistent with a model in which Self-Rumination, but no Self-Reflection, mediates the relationship between Emotional Attention and Test Anxiety. Finally, several potential implications of these findings to improve quality of life in adolescents are discussed.

Highlights

Test anxiety (TA) is an internalizing behavior among students and a major emotional problem that has a negative effect on learning
Emotional Attention was positively associated with all measures: TA, Depression, Self-Rumination and Self-Reflection
TA and Depression were positively correlated with Self-Rumination

Summary

Introduction

Test anxiety (TA) is an internalizing behavior among students and a major emotional problem that has a negative effect on learning. It is a reaction of an emotional negative character generated before the expectative created by the imminence or presence of a test and that many students perceive it as a threat to the person (Álvarez et al, 2008). Test anxiety can be understood from multiple theoretical perspectives. First of all, it should be considered if TA has been assessed as a one-dimensional, two-dimensional or multidimensional construct. Liebert and Morris (1967) differentiated two principal components of TA: worry (cognitive component) and emotionality (affective component). Hodapp (1995) differenced various dimensions of TA: worry, emotionality, interference, and lack of confidence

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