Cognitive Test Anxiety Research Articles

The relationship between cognitive test anxiety and mindfulness among university students

IntroductionCognitive test anxiety is acknowledged as intense anxiety that prevents the effective use of the previously learned knowledge during the exam and leads to a decrease in success. Mindfulness is indicated as the ability to bring one’s attention to experiences in the present moment in a non-judgmental way. Despite promising outcomes of mindfulness techniques in regulating stress levels, much uncertainty still exists about the specific associations between cognitive test anxiety and mindfulness subcategories.ObjectivesThe aim of this study was to investigate the relationship between cognitive test anxiety and subcategories of mindfulness among university students which may help improving current mindfulness interventions that show promising results to tackle cognitive test anxiety.MethodsOne hundred-eighty-two university students were recruited for the study via online forms. Mindfulness was measured with Five Facet Mindfulness (FFMQ-S) and the cognitive test anxiety was assessed with Cognitive Test Anxiety Scale-Revised (CTAR).ResultsTotal scores of CTAR-R has an association between subscales of FFMQ; act-aware and non-judge in a positive direction, whereas; observe and describe in a negative direction. In addition, according to our regression model, FFMQ subscales of describing to indicated lower levels of CTAR scores, whereas act aware and non-judge indicated higher levels of CTAR scores.ConclusionsThe findings of the study partially corroborated the previous results by offering inferences about the subcategories of mindfulness. Additionally, these findings suggest that current interventions may target specific subcategories of mindfulness to maximize the positive outcomes of the treatment.DisclosureNo significant relationships.

Multisite Study Assessing the Effect of Cognitive Test Anxiety on Academic and Standardized Test Performance

Objective. To evaluate the degree of cognitive test anxiety (CTA) present in student pharmacists at multiple pharmacy programs in the United States and to determine if there are associations between self-reported CTA and relevant academic outcomes.Methods. All 2018-2019 advanced pharmacy practice experience (APPE) students from three US Doctor of Pharmacy (PharmD) programs (N=260) were invited to participate in the study. Participants completed a validated 37-question survey that included the Cognitive Test Anxiety Scale-2 (CTAS-2) along with demographics-related questions. Responses were analyzed using analysis of variance (ANOVA), Kruskal Wallace, and multiple linear regression where appropriate.Results. One hundred twenty-four students (48%) from the three programs participated in the study, and the individual data of 119 (46%) were included in the final analysis. Twenty-two students (18.5%) were classified as having high CTA, 41 (34.5%) as having moderate CTA, and 56 (47.1%) as having low CTA. High CTA predicted a 8.9 point lower NAPLEX total scaled score after accounting for other variables and was also correlated with lower cumulative didactic GPA, performance on the Pharmacy Curriculum Outcomes Assessment (PCOA), and increased likelihood of requiring course remediation.Conclusion. High cognitive test anxiety affects 18% of pharmacy students and may significantly impact their performance on a variety of traditional student success measures, including the NAPLEX. Pharmacy educators should consider further use and adoption of test anxiety measurements to identify and assist potentially struggling students.

Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

Cognitive test anxiety in high-stakes oral examinations: Face-to-face or computer-based?

Abstract The present investigation explores Cognitive Test Anxiety (CTA) in a high-stake oral examination, taking into consideration how face-to-face and computer-based examination formats affect test-takers’ anxiety and consequently language performance. Two speaking tests – face-to-face and computer-based – were developed for a Spanish university’s ACLES B1 accreditation exam taken by 176 candidates. The Cognitive Test Anxiety Scale Revised (CTAS-2) and a structured interview were used to measure students’ anxiety as well as to observe students’ perceptions, individual behaviour, and how contextual characteristics and emotions have an effect on language test anxiety. Results indicated a moderate to high cognitive test anxiety on the part of participants and differences between the two contexts were found. Factors such as the absence of an examiner or not feeling observed or judged during the speaking test performance were found to be aspects that lowered test-takers’ anxiety levels.

Cognitive test anxiety scale: Propriedades psicométricas no contexto brasileiro

Antecendentes: A ansiedade cognitiva refere-se a preocupações excessivas, antes, durante e depois das avaliações, interferindo no desempenho e ocasionando o fracasso acadêmico, além de estar associada positivamente o com neuroticismo e a depressão. Objetivou: Objetivou-se reunir evidências de qualidade psicométrica da Cognitive Test Anxiety Scale(CTAS) no Brasil. Método: Foram realizados dois estudos: No estudo 1 participaram 210 universitários da cidade de Parnaíba, Piauí, Brasil (Medade=21,7; DP=3,73), a maioria cursando Psicologia (60%) e mulheres (58,6%).Responderam a CTAS e questões demográficas. RESULTADOS: A análise fatorial exploratória sugeriu uma solução unidimensional, que explicou 46,94% da variância total dos itens. A confiabilidade foi avaliada pelos indicadores alfa de Cronbach (α) e ômega de McDonald (ω) iguais a 0,92. No Estudo 2, participaram 274 universitários de diferentes regiões brasileiras (Miedad=21,7; DP=3,73), a maioria do estado do Piauí (60%), cursando Psicologia (60,4%). Uma análise fatorial confirmatória apontou indicadores adequados (CFI=0,96; TLI=0,95; RMSEA=0,06). A confiabilidade foi satisfatória: (α) e (ω) iguais a 0,94. Conclusão: Foram encontradas evidências psicométricas para o Brasil, podendo a CTAS serútil para interessados em investigar a temática e seus correlatos. Objetivou: Objetivou-se reunir evidências de qualidade psicométrica da Cognitive Test Anxiety Scale(CTAS) no Brasil. Método: Foram realizados dois estudos: No estudo 1 participaram 210 universitários da cidade de Parnaíba, Piauí, Brasil (Medade=21,7; DP=3,73), a maioria cursando Psicologia (60%) e mulheres (58,6%).Responderam a CTAS e questões demográficas. RESULTADOS: A análise fatorial exploratória sugeriu uma solução unidimensional, que explicou 46,94% da variância total dos itens. A confiabilidade foi avaliada pelos indicadores alfa de Cronbach (α) e ômega de McDonald (ω) iguais a 0,92. No Estudo 2, participaram 274 universitários de diferentes regiões brasileiras (Miedad=21,7; DP=3,73), a maioria do estado do Piauí (60%), cursando Psicologia (60,4%). Uma análise fatorial confirmatória apontou indicadores adequados (CFI=0,96; TLI=0,95; RMSEA=0,06). A confiabilidade foi satisfatória: (α) e (ω) iguais a 0,94. Conclusão: Foram encontradas evidências psicométricas para o Brasil, podendo a CTAS serútil para interessados em investigar a temática e seus correlatos.

Testing the Efficacy of the FEAR—Model of Cognitive Behavioural Therapy in Treating Test Anxiety in Chemistry Students

Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of cognitive behavioural therapy in treating test anxiety in Chemistry students. We adopted a randomized pretest-posttest trial experimental design. A total of 153 participants served as the study sample. Two instruments were used for data collection. The participants were administered the instruments at three different times. Treatment manual for test anxiety was employed to deliver the therapy. Data analysis was completed using analysis of covariance. The researchers found that FEAR-model of CBT had a significant effect on participants’ test anxiety scores as measured by Cognitive Test Anxiety scale, German Test Anxiety Inventory, and Beck Anxiety Inventory at posttest and follow-up stages. The researchers concluded that FEAR—Model of Cognitive Behavioural Therapy is efficacious in the reduction of test anxiety among undergraduate Chemistry students in public universities.

Translation of a scale measuring cognitive test anxiety (G-CTAS) and its psychometric examination among medical students in Germany.

Aim of the study: Test anxiety expresses itself in a variety of physical and cognitive processes. Due to its influence on test performance, the cognitive component in particular can have a negative impact on those affected. A measuring instrument for this is not yet available in the German-speaking world but does exist in the form of the “Cognitive Test Anxiety Scale” (CTAS), among other languages, in English. The aim of this work was the creation and psychometric review of a German version of the scale (G-CTAS).Methods: A German translation of the scale was created using a forward-backward procedure. Statistical investigations were then carried out on a cohort of medical students, which included an item analysis with calculation of difficulty, variance and item discrimination as well as the determination of the scale’s internal consistency. The criterion validity was examined using test performance and gender-specific differences.Results: The final version contains 26 matching items with acceptable item parameters (mean values >1.46, <3.13; variances >0.48; part-whole-discrimination-indices >0.37). Cronbach's alpha was 0.92, the scale was therefore found to be a reliable measuring instrument. The scale validity could be confirmed by significant differences (p<0.01) between total values of female and male participants as well as significant correlations (p<0.001) between total values and test performance in the written and oral part of the first state examination.Conclusion: With G-CTAS a suitable measuring instrument for cognitive test anxiety within the German-speaking world is available, which can be used, among other things, for studies concerning the relationship between stress, exams and test anxiety among medical students.

Cognitive regulation strategies as mediation in anxiety and academic adjustment in university students

The aim was to investigate the relationship between and among cognitive emotion regulation, test anxiety and academic adjustment and the possibility of cognitive emotion regulation (CER) to mediate the relationship between academic adjustment (TA) and academic adjustment (AA). We hypothesized that the association between test anxiety and AA is mediated by cognitive emotion regulation. Convenient sampling method was employed to recruit the participants. The sample of the study consisted of 180 students (100% males) representing students from college of education, Jazan University, KSA, aged 19-21 years, with an average of 20.2 years, with a standard deviation of 5.45. For the purpose of this study, quantitative survey research was employed, with cognitive emotion regulation as independent variable, and TA and TA as dependent variables. Findings revealed that adaptive cognitive emotion regulation correlates negatively with TA, and also negatively with AA. On the other hand, Maladaptive cognitive emotion regulation was found to be positively correlated with AA. While AA found to be negatively correlated with TA. The coefficients related to the Adaptive CER regression paths to TA and AA, Maladaptive cognitive emotion regulation regression paths to TA and AA are significant at 0.01 level regardless of their direction.

Revealing Nuanced Relationships Among Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses

Student motivational profiles and self-regulated learning strategies are significant influences on overall academic success in university settings. Test anxiety has been repeatedly linked to maladaptive learning strategies and ineffective motivational frameworks. However, the results in the field have been inconsistent with respect to the precise interactions among these variables. This study employed anonymous responses from a group of volunteer students in a mid-sized Midwestern United States university, serving a primarily Caucasian and female population with an average age of 20 years. Adopting a curvilinear analytic design, this study attempted to examine the relationships among these common domains of inquiry into student thriving. The results of this study provide insights examining under which conditions cognitive test anxiety is most likely to be heightened or diminished. The results demonstrated that levels of test anxiety were greatest when (a) learners adopted primarily extrinsic or primarily intrinsic goal orientations, (b) academic tasks where the outcome was uncertain, (c) learners adopted passive learning strategies, and (d) learning strategies were more personally involved (as opposed to externalized study behaviors). Our results add to the field by identifying curvilinear models provide greater utility in identifying the relationships among these critical emotional and cognitive factors in academic settings. Furthermore, we advocate for employing identification and intervention strategies that recognize individually specific profiles of interactions among test anxiety, motivation, and self-regulation to promote more optimal success in supporting learners in university settings.

Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research

Over the past 20 years, many studies have shown that students’ test anxiety is significantly related to their level of perfectionism. However, the reported results are relatively inconsistent, varying in both the magnitude and direction of relationships. The present study provides the first meta-analytic review of the relationships between multidimensional perfectionism and test anxiety, integrating 92 effect sizes from 22 samples (N = 4521). The results revealed that perfectionistic concerns showed a moderate to strong positive association with overall test anxiety (r+ = .42), whereas perfectionistic strivings presented a small positive but nonsignificant relationship with overall test anxiety (r+ = .04). However, perfectionistic concerns and strivings both displayed significant positive correlations with cognitive and affective test anxiety. The weighted mean effect size for the relationship between perfectionistic strivings and overall test anxiety was affected by publication bias. After controlling for the overlap between the two dimensions of perfectionism, the association of perfectionistic concerns with overall test anxiety increased slightly, whereas the associations of both perfectionism dimensions with cognitive and affective test anxiety decreased. Moderation analyses indicated that the perfectionism subscale used had a significant influence on the relationships between perfectionistic dimensions and test anxiety. In addition, the year of publication played a moderating role in the association of perfectionistic concerns with test anxiety. The findings suggest that perfectionistic concerns might share common cognitive manifestations with overall and cognitive test anxiety.

Exploring the role of psychological inflexibility, rumination, perfectionism cognitions, cognitive defusion, and self-forgiveness in cognitive test anxiety

This study examined the roles of psychological inflexibility, rumination, perfectionism cognitions, cognitive defusion, and self-forgiveness in predicting cognitive test anxiety among a sample of 715 university students (351 females, 364 males). The Cognitive Test Anxiety Scale-Revised, Acceptance and Action Questionnaire-II, Ruminative Response Scale, Perfectionism Cognitions Inventory, Drexel Defusion Scale, State Self-Forgiveness Scale, and Demographic Information Form were used as data collection instruments. The results of Hierarchical Multiple Regression Analysis revealed that psychological inflexibility, rumination, perfectionism cognitions, and cognitive defusion were significant predictors of cognitive test anxiety, whereas self-forgiveness made no significant contribution to the model. The hypothesized model overall accounted for 31% of the variance in cognitive test anxiety scores, with psychological inflexibility explaining 23% of the variance in the first model, and the remaining variables accounting for an additional 8% of the variance. The strongest contribution to cognitive test anxiety was psychological inflexibility, followed by cognitive defusion, rumination and perfectionism cognitions. While psychological inflexibility, rumination, and perfectionism cognitions were found to correlate with cognitive test anxiety positively, cognitive defusion was negatively associated with cognitive test anxiety.

Uncertainty intolerance, worry, and cognitive test anxiety in university students

Objective: The purpose of our research is to determine the relations between; intolerance of uncertainty, worry and test anxiety into a non-clinical sample. Methods: Our research consists of 174 students studying Bachelor’s and Master’s degrees in various departments of the Uskudar University. Intolerance of uncertainty scale, cognitive test anxiety scale, and Penn State worry scale have used for collecting data. Inter-scale relations were examined by correlation and regression analysis methods. For scores obtained from scales compared to socio-demographic data statistical techniques have been used such as independent sample t-test and ANOVA. Results: According to the findings, there is a strong and positive correlation between test anxiety, intolerance of uncertainty and worry. Female students’ uncertainty intolerance and test anxiety levels were higher than the male students. On the other hand, in terms of variables such as age, income and shelter preferences, the students’ exam anxiety did not differ significantly. Conclusions: The researches show that the higher intolerance of uncertainty which is a cognitive vulnerability, leads to higher levels of both worry and anxiety. In addition, intolerance of uncertainty has known as a consistent indicator of pathological worry. In light of this information, in our research, it is found that high intolerance of uncertainty and worry caused the test anxiety. The reason why both female students and students with higher success rankings are more intolerant of uncertainty may be related to their upbringing and their role in society and role models.

Mediating role of Cognitive Fusion in the Relationship of Mindfulness and Test Anxiety among Female Undergraduate Students of Shahid Chamran University of Ahvaz

Introduction: Test anxiety, is one of the Psychological-educational problems that have a higher prevalence in female students. Mindfulness and cognitive fusion can play a remarkable role in explaining psychological problems. The aim of current research was to investigate the mediating role of Cognitive fusion in the relationship of mindfulness and test anxiety among female undergraduate students of Shahid Chamran University of Ahvaz. Methods: the current research design is Descriptive correlation and the used method is Structural equation based on Partial least squares approach. A sample of 120 people were selected by Voluntary sampling method from the population of female Undergraduate students of Shahid Chamran University of Ahvaz. Test anxiety questionnaire, short form of mindfulness inventory and cognitive fusion questionnaire were used for data collection. The gathered data were analyzed by SPSS 21 and SmartPLS 2 software at the level of 0.01. Result: findings showed mindfulness negatively predict Cognitive fusion and test anxiety (P&gt; 0.01). Also mindfulness could indirectly predict test anxiety with the mediating role of Cognitive fusion (P &gt; 0.01). Conclusion: The findings of this study represent the importance of mindfulness and Cognitive fusion in explaining the test anxiety and Cognitive fusion has a mediating role between mindfulness and test anxiety. Thus In order to reduce psychological-educational problems (Such as test anxiety), Mindfulness skills training courses can be held.

Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

Abstract Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

The Stability of Undergraduate Students' Cognitive Test Anxiety Levels.

The Stability of Undergraduate Students' Cognitive Test Anxiety Levels.

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

AbstractCognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations—including test‐anxious responses—follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual‐level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale‐Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test‐anxious students.

Predicting stress and test anxiety among 1st-year chiropractic students.

We evaluated perceived stress in 1st-year chiropractic students and the relationship between perceived stress and test anxiety. Moreover, we sought student-identified stressors that complicate chiropractic education. We tested 3 hypotheses in a longitudinal descriptive study: (1) student-perceived stress would increase over 6 months of chiropractic training, (2) depression level and grade-point average (GPA) at matriculation would predict student-perceived stress 6 months into the program, and (3) perceived stress would correlate with cognitive and emotional test anxiety levels. Assessments used were prematriculation GPA, perceived chiropractic college stress (PCCS), the Center for Epidemiologic Studies Depression Scale, and the Test Anxiety Inventory. Four hundred and seven students participated during 2014 and 2015. PCCS increased 18% after 6 months (t(406) = 6.32, p < .001, d = .33). Prematriculation GPA was not a significant predictor of PCCS at 6 months, p = .082. By contrast, the Center for Epidemiologic Studies Depression Scale at the beginning of the chiropractic training program was a significant predictor p < .001, multiple R2 = 7.1%. PCCS correlated with test anxiety worry and emotionality (r = .37, p < .001 and r = .35, p < .001, respectively). The top 4 stressors identified by students were (by priority) finances, time for a life outside school, personal competence/endurance, and curriculum/environment. Our findings are consistent with perceived stress increases during medical school. Surprisingly, prematriculation GPA, a widely used academic performance predictor, was a poor predictor of PCCS, while depression level at matriculation was a moderate predictor. PCCS correlated with test anxiety worry and emotionality, known academic performance impediments.

Effect of Inhaled Lemon Essential Oil on Cognitive Test Anxiety Among Nursing Students

Nursing programs are stressful learning environments, and students are expected to maintain high academic performance to successfully graduate. Cognitive test anxiety has been minimally studied among nursing students, including how to successfully manage. The Cognitive Test Anxiety Scale (CTAS) was administered to 31 students before and after a high-stakes nursing examination. The intervention was inhaled lemon essential oil delivered via a personal nasal device. Neither the control nor the experimental group demonstrated a statistically significant change in the CTAS score from pretest to posttest (P = .19). More quantitative studies are warranted with undergraduate nursing students, the CTAS, and aromatherapy to reduce the burden of cognitive test anxiety.

Resilience and Self-Compassion Related with Achievement Emotions, Test Anxiety, Intolerance of Uncertainty, and Academic Achievement

This article focuses on the interrelationships between resilience, self-compassion, achievement emotions, test anxiety, intolerance of uncertainty, and academic performance induced by examinations. The study includes a total of 202 undergraduates selected from universities in Hong Kong through convenience sampling. Students who participated in the study filled out an anonymous questionnaire. Path analyses and structural equation modeling were used in this study. The results showed that cognitive test anxiety is positively significant to self-compassion, which was also found to be a positive predictor of resilience. In fact, resilience is the strongest positive predictor of intolerance of uncertainty, which was significantly related to the factors of self-referent implications and “spoiled everything.”

Substances as Self-Treatment for Cognitive Test Anxiety among Undergraduate Students

ABSTRACTThis research investigates associations between cognitive test anxiety (CTA) and use of alcohol, tobacco, cannabis, and medical and non-medical prescription stimulants (MNPS) among undergraduate students in Israel. A structured, self-report, anonymous questionnaire was distributed to 814 undergraduate students in Israel. According to the test anxiety questionnaire, 16.6% of participants were found to experience CTA. CTA was higher among users of MNPS than among students who did not use MNPS. Students with CTA were 2.21 times more likely to engage in use of MNPS than students who did not have CTA (OR 2.21, 95% CI: 1.50–3.26; P < 0.001). A significant association was found between CTA and use of MNPS among the entire sample and among non-medical use of prescription stimulants (NPS). In addition, a significant negative correlation was found between CTA and attitudes toward cannabis and MNPS, such that students with higher CTA had more positive attitudes towards MNPS. A logistic regression model was found to be significant, predicting about 24.7% of the variance in MNPS use. Counseling services for students should be focused on consulting and treatment programs for students with CTA. In addition, preventive educational programs should be formed to target substance habits, especially NPS use.