Verfügbarkeit: Test anxiety :: THWS Bibkatalog

Test anxiety: the state of the art

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Bibliographische Detailangaben
1. Verfasser:	Zeidner, Moshe (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	New York [u.a.] Plenum Press 1998
Schriftenreihe:	Perspectives on individual differences
Schlagworte:	Anxiété Examenvrees Stress - Aspect psychologique Stress Tests et mesures en éducation Élèves - Évaluation Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety > Research Test anxiety > Treatment Testangst Prüfungsangst
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XXI, 440 S. Ill., graph. Darst.
ISBN:	0306457296

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adam_text	xii Preface colleagues and friends for their support. I wish to thank Prof. Charles Spielberger, of the University of South Florida, for first kindling my interest in test anxiety research during our talks at the various meetings of the Society for Test Anxiety Research (STAR) and for graciously agreeing to write the Foreword to this book. My thanks go to two dear friends and colleagues, Prof. Norman S. Endler, of York University, and Prof. Ralf Schwarzer, of the Free University of Berlin, who have continuously taken a genuine personal interest in my work in this area and have been exceptionally supportive in many ways over the years. Thanks are due to the following individuals for reading and commenting on earlier versions of various parts of this book s manuscript: Charles S. Carver, University of Miami; Norman S. Endler, York Univer¬ sity; Gordon Flett, York University; Heinz Krohne, University of Mainz; Willy Lens, University of Leuven; Gerald Matthews, University of Dundee; Robert Most, Mind Garden; Sharona Meital, University of Haifa; Baruch Nevo, University of Haifa; Jim Parker, Trent University; Paul Pintrich, University of Michigan; Donald Saklofske, University of Saskatchewan; Ralf Schwarzer, Free University of Berlin; and David Share, University of Haifa. I also express my appreciation to Robert Calfee, Stanford University; Steven Hobfoll, Kent State; Bill McKeachie, University of Michigan; and Gabi Salomon, University of Haifa, for their support of my work in this field. Nili Bloch, Idit Dar, Tali Abraham, and Dani Karp provided invaluable technical assis¬ tance at various stages of preparing this book. Eliot Werner at Plenum Press has been most supportive, patient, and helpful in all phases required to bring this project to closure. The University of Haifa and the Department of Experimental Psychology, Oxford University, provided congenial academic environments and physical re¬ sources necessary to undertake and complete this book. This has been a challenging, thought-provoking, and rewarding experience, and I hope readers will find it to be the same. I hope this volume will help better integrate current test anxiety theory, research, and interventions. I will be rewarded if this book advances our understand¬ ing of test anxiety and assists us in enhancing examinees adaptive coping with evaluative stress. Moshe Zeidner Haifa, Israel Contents L BASIC AND CONCEPTUAL ISSUES Chapter 1 An Introduction to the Domain of Test Anxiety ......... Overview ..................................................... The Pervasiveness and Prevalence of Test Anxiety in Modern Society .... The Widespread Interest in Test Anxiety .......................... Prevalence of Test Anxiety ..................................... < Brief Historical Overview of Test Anxiety Research ................... Early Studies of Examination Stress and Anxiety: 1900-1950 ........ Initiation of Programmatic Research on the Test Anxiety Construct: 1950s .................................................... Ì Conceptual Distinctions and Advances: 1960s...................... í Advances in Model Construction, Research, and Applications: 1970s ... II Research Proliferation, Dissemination, and Integration: 1980s......... 1 Recent Advances in Research and Assessment Methodology: 1990-Present .............................................. l: Stress, Anxiety, and Test Anxiety: Conceptualizations and Important Distinctions ............................................... 1 The Domain of Stress and Anxiety Research ...................... 1 Definition of the Test Anxiety Construct .......................... 1 Key Elements in the Test Anxiety Process: A Transactional Perspective 1 Summary ..................................................... 2! Chapter 2 The Nature and Phenomenology of Test Anxiety ........ 2! Overview ..................................................... 2 Facets of Test Anxiety ........................................... 3 Cognitive Facet .............................................. 3 Affective Facet ............................................... 41 xiii xiv Contente Behavioral Facet ............................................. 48 Temporal Phases of Test Anxiety .................................. 50 Debunking the Uniformity Myth: Different Types of Test-Anxious Students .................................................. 52 Examinees with Deficient Study and Test-Taking Skills .............. 52 Examinees Experiencing Anxiety Blockage and Retrieval Problems .... 52 Failure-Accepting Examinees ................................... 53 Failure-Avoiding Examinees .................................... 53 Self-Handicappers ............................................ 54 Perfectionistic Overstrivers ..................................... 55 Related Forms of Social Evaluation Anxiety ......................... 56 Summary ..................................................... 58 Chapter 3 Models and Theoretical Perspectives ................... 61 Overview ..................................................... 61 Drive Models .................................................. 62 Basic Concepts and Principles .................................. 62 Drive and Anxiety ............................................ 63 Anxiety and Performance ...................................... 63 Limitations .................................................. 65 Deficit Models ................................................. 65 Cognitive-Attentional (Interference) Model ........................ 65 Skills-Deficit Model ........................................... 69 Contemporary Cognitive-Motivational Models ....................... 76 Self-Regulation Model ......................................... 76 Self-Worth Model ............................................ 81 Transactional Models ............................................ 83 Spielberger s State-Trait Model .................................. 83 Transactional Process Model .................................... 84 Summary ..................................................... 88 II. METHODOLOGY: RESEARCH AND ASSESSMENT METHODS Chapter 4 Current and Recurrent Issues in Conducting Experimental Test Anxiety Research ............................. 95 Overview ..................................................... 95 Units of Observation ............................................ 96 Treatment Conditions ............................................ 98 Stress Induction .............................................. 98 Contents x: Design Issues ................................................ 10 Settings ....................................................... 10 Field Settings ................................................ 10 Laboratory Settings ........................................... 10.1 Observations ................................................... 10t Subjective Self-Reports........................................ 101 Physiological Measures ........................................ 101 Performance Measures ......................................... Ill Systematic Observations ....................................... 11 Unobtrusive Measures ......................................... 11 Summary ..................................................... 11 Chapter 5 Developing Self-Report Test Anxiety Instruments ........ 11 Overview ..................................................... 11 What to Measure: Defining the Test Anxiety Domain .................. 11 Facet-Analytic Approach to Domain Definition ..................... 11 Sampling the Domain ........................................... 12! Elaborated Definition .......................................... 12! Determining Dimensionality and Broad versus Narrow Mapping of the Domain ............................................. 12! A Facet Theory Approach to Domain Sampling .................... 12 Item Writing ................................................... 12 Guidelines for Writing Items .................................... 12 Selecting and Piloting Items ...................................... 12 Item Selection Criteria ........................................... 12 Classical Item Selection ....................................... 12 Modern Item Selection ........................................ 12 Creating Scales from Items ....................................... 12 Assembling Items ............................................ 12 Sampling and Establishing Scale Norms ............................ 12 Validity ....................................................... 12 Construct Validity ............................................ 13 Threats to Validity in Contemporary Measures ..................... 13 Establishing Scale Reliability ..................................... 13 Standard Approaches .......................................... 13 Generalizability .............................................. 13 Interpreting Test Scores .......................................... 13 Normative Interpretation Strategy ................................ 13 Interpretation in Terms of Reference Factors ....................... 12 Assessment within Context ..................................... 13 Cross-Cultural Adaptations of Test Anxiety Scales .................... 12 Limitations of Current Scales and Needed Areas of Improvement ........ U Summary ..................................................... U xvi Contents III. ORIGINS, SOURCES, AND DETERMINANTS OF TEST ANXIETY Chapter 6 The Origins and Development of Test Anxiety .......... 145 Overview ..................................................... 145 Biological Makeup .............................................. 146 Family Environment and Primary Socialization ....................... 147 Models of Test Anxiety Development ............................ 148 Empirical Evidence in Support of Developmental Models of Test Anxiety ................................................... 155 Implications for Test Anxiety Reduction .......................... 157 Social Learning and Conditioning ................................. 157 Observation and Modeling of Test-Anxious Behavior ................ 158 Conditioning of Test-Anxious Behaviors .......................... 159 School Environment ............................................ 161 Competitive Climate .......................................... 161 Evaluative Orientation and Practice .............................. 162 Ability Grouping ............................................. 163 Social Comparison ............................................ 163 Teacher Attributes and Classroom Behaviors ....................... 165 Educational Solutions to Test Anxiety ............................ 166 History of Failure Experiences in Evaluative Contexts ................. 166 Summary ..................................................... 168 Chapter 7 Situational Determinants of Anxiety in Evaluative Situations ..................................................... 171 Overview ..................................................... 171 Test-Related Variables ........................................... 172 Complexity of Cognitive Task .................................. 172 Item Arrangement ............................................ 174 Test Format ................................................. 175 Providing Choice among Items .................................. 175 Situational Variables ............................................ 176 Test Environment and Atmosphere ............................... 176 Feedback and Success/Failure Experiences ........................ 178 Time Pressure ................................................ 180 Modes of Test Administration ................................... 181 Summary ..................................................... 182 Chapter 8 Subjective Determinants of Test Anxiety ............... 183 Overview ..................................................... 183 Cognitive Processes and Structures ................................ 184 Contents xvi Cognitive Appraisals .......................................... 18¿ Evaluative Threat Structures and Schemata ........................ 18 Irrational Thought Patterns ..................................... 19( Self-Related Thinking ........................................... 19: Self-Related Thoughts ......................................... 19: Self-Consciousness and Self-Focus ............................... 19! Belief Systems ................................................. 19: Task Valence and Expectancy Beliefs ............................. 19! Attributional Styles ........................................... 19! Summary ..................................................... 20: IV. CONSEQUENCES OF TEST ANXIETY FOR COGNITIVE PERFORMANCE Chapter 9 Test Anxiety and Cognitive Performance ............... 20 Overview ..................................................... 201 Basic Concepts and Distinctions ................................... 201 Facilitating versus Debilitating Effects of Anxiety .................. 201 Performance Efficiency versus Effectiveness ....................... 201 Linear versus Curvilinear Anxiety-Performance Relationship ......... 21i Moderating versus Mediating Effects in the Anxiety-Performance Relationship ............................................... 21 State versus Trait Anxiety Effects ............................... 21 Empirical Evidence for the Test Anxiety-Performance Relationship ...... 21 Meta-Analytic Results ......................................... 21 Differential Effects of Worry and Emotionality ..................... 21 A Note on Causality .......................................... 211 Moderating Effects .............................................. 22 Task-Related Variables ......................................... 22 Situational Variables .......................................... 22 Demographic Variables ........................................ 23 Summary ..................................................... 23 Chapter 10 Test Anxiety and Information Processing .............. 23 Overview ..................................................... 23 Causal Models and Mechanisms ................................... 22 Cognitive-Attentional Interference ............................... 22 Limited Cognitive Capacity .................................... 22 Reduced Processing Efficiency .................................. 24 Anxiety Effects on Various Stages of Information Processing ........... 24 Information Encoding and Acquisition ............................ 24 xviii Contents Information Storage and Processing.............................. 246 Information Retrieval and Output................................ 255 Summary ..................................................... 256 V. INDIVIDUAL DIFFERENCES Chapter 11 Individual and Group Differences in Test Anxiety ...... 261 Overview ..................................................... 261 Gender Group Differences ........................................ 261 Magnitude of Gender Group Differences .......................... 262 Explanations for the Observed Group Differences ................... 267 Gender Differences in the Latent Structure of Test Anxiety ........... 268 Age Trends .................................................... 269 Developmental Track of Test Anxiety ............................ 269 Explanations of Age Increases in Test Anxiety ..................... 270 Sociocultural Group Differences ................................... 271 Socioeconomic Group Differences ............................... 271 Ethnic Group Differences ...................................... 272 Cross-National Differences ....................................... 274 Cultural Factors Potentially Influencing Test Anxiety ................ 275 Cultural Values and Orientations ................................ 275 Socialization Practices and Parental Values and Pressures ............ 278 Perceived Valence of Exam Success and High-Stake Testing Environments .............................................. 279 Problems and Shortcomings in Cross-Cultural Test Anxiety Research ... 280 Summary ..................................................... 280 Chapter 12 Personal Correlates of Test Anxiety .................. 283 Overview ..................................................... 283 Motivational Factors ............................................ 283 Achievement Motivation ....................................... 283 Perceived Control and Self-Efficacy .............................. 287 Optimism ................................................... 288 Helplessness ................................................. 289 Self-Handicapping ............................................ 290 Procrastination ............................................... 291 Time Orientation and Perception ................................ 292 Affective Personality Factors ..................................... 293 Trait Anxiety ................................................ 293 Contents Anger ..................... Depression ................. Self-Concept and Self-Regard .. Type A Personality .......... Emotional States .............. Intelligence and Scholastic Ability Summary .................... VI. COPING, INTERVENTIONS, AND CLINICAL PARAMETERS Chapter 13 Coping with Test Situations: Resources, Strategies, and Adaptational Outcomes ......................................... Overview ..................................................... The Coping Process ............................................. Coping Strategies versus Resources .............................. Coping Styles versus Coping Responses .......................... How Do Students Cope with Examinations? ......................... Stages of a Stressful Evaluative Encounter ........................ Appraisals and Emotions in an Evaluative Encounter ................ Personal Variables and Coping .................................. Specific Ways of Coping with Exams ............................ Dimensions of Test Coping ..................................... Coping, Anxiety, and Test Performance ............................. Coping and Anxiety ........................................... Coping and Examination Performance ............................ Coping and Adaptational Outcomes ................................ Major Considerations in Assessing Coping Effectiveness ............. Methodological Problems and Limitations ......................... Some Tentative Generalizations about Coping and Coping Effectiveness Summary ..................................................... Chapter 14 Optimizing Procedures ............................. Overview ..................................................... Modifying Test Item Difficulty and Order ........................... Providing an Opportunity to Comment on Test Items .................. Interjecting Humor into the Test Situation ........................... Modifications of Test Atmosphere and Environment ................... Providing Soothing Background Music ............................. Optimizing Test Administration Procedures, Modes, and Formats ........ xx Contents Relaxing Time Pressures ......................................... 339 Providing Examiner Support and Reassurance ........................ 340 Providing External Aids and Supports .............................. 341 Structuring of the Learning and Test Environment .................... 341 Summary ..................................................... 343 Chapter 15 Emotion-Focused Behavioral Intervention Techniques ... 347 Overview ..................................................... 347 Emotion-Focused Behavioral Techniques ............................ 349 Anxiety Induction (AI) ........................................ 350 Biofeedback Training (ВТ) ..................................... 351 Relaxation Training (RT) ....................................... 352 Systematic Desensitization (SD) ................................. 355 Anxiety Management Training (AMT)............................ 360 Modeling (M) ................................................ 363 Summary ................................................... 364 Chapter 16 Cognitive-Focused, Cognitive-Behavioral, and Cognitive- Skills Training Intervention Techniques ........................... 367 Overview ..................................................... 367 Cognitive Approaches ........................................... 368 Cognitive-Attentional Training (CAT) ............................ 368 Cognitive Restructuring Therapy (CRT) ........................... 369 Cognitive-Behavioral Approaches .................................. 372 Cognitive-Behavioral Modification (CBM) ........................ 373 Stress Inoculation Training (SIT) ................................ 378 Zeidner et al. Exemplary SIT Program ............................ 378 Cognitive-Skill Deficit Approach: Study-Skills Training (SST) .......... 381 Specific Therapeutic Techniques ................................. 381 Program Effectiveness ......................................... 383 Evaluation of Cognitive Treatments ................................ 384 Basic Conceptual and Methodological Issues in Test Anxiety Intervention Research .................................................. 384 Major Considerations in Therapeutic Intervention ................... 384 Methodological Problems and Limitations ......................... 387 Summary ..................................................... 390 Epilogue ...................................................... 393 Overview ..................................................... 393 Directions for Future Research .................................... 394 Contents xx Refining Conceptual Models .................................... 39¿ Developing Useful Taxonomies ................................. 39¿ Furthering Our Understanding of the Test Anxiety Experience and Its Long-Term Outcomes ....................................... 39^ Uncovering the Developmental origins of Test Anxiety .............. 39! Assessing the Effects of School Environment on Test Anxiety ........ 39! Determining the Prevalence of Test Anxiety and Mapping Out Individual Differences in the Text Anxiety Experience ............. 39( Modeling the Test Anxiety-Performance Relationship ............... 39( Determining the Relationship between Test Anxiety, Coping, and Adaptive Outcomes ......................................... 39 Improving Test Anxiety Interventions and Intervention Research ...... 39 Improving Research Designs and Analyses ........................ 39 References .................................................... 39! Index ........................................................ 42!
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spelling	Zeidner, Moshe Verfasser aut Test anxiety the state of the art Moshe Zeidner New York [u.a.] Plenum Press 1998 XXI, 440 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Perspectives on individual differences Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Testangst (DE-588)4184825-1 gnd rswk-swf Prüfungsangst (DE-588)4047613-3 gnd rswk-swf Testangst (DE-588)4184825-1 s Prüfungsangst (DE-588)4047613-3 s DE-604 Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008415182&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Zeidner, Moshe Test anxiety the state of the art Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Testangst (DE-588)4184825-1 gnd Prüfungsangst (DE-588)4047613-3 gnd
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title	Test anxiety the state of the art
title_auth	Test anxiety the state of the art
title_exact_search	Test anxiety the state of the art
title_full	Test anxiety the state of the art Moshe Zeidner
title_fullStr	Test anxiety the state of the art Moshe Zeidner
title_full_unstemmed	Test anxiety the state of the art Moshe Zeidner
title_short	Test anxiety
title_sort	test anxiety the state of the art
title_sub	the state of the art
topic	Anxiété ram Examenvrees gtt Stress - Aspect psychologique ram Stress gtt Tests et mesures en éducation ram Élèves - Évaluation ram Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Testangst (DE-588)4184825-1 gnd Prüfungsangst (DE-588)4047613-3 gnd
topic_facet	Anxiété Examenvrees Stress - Aspect psychologique Stress Tests et mesures en éducation Élèves - Évaluation Anxiety Educational Measurement Stress (Psychology) Test Anxiety Scale Test anxiety Test anxiety Research Test anxiety Treatment Testangst Prüfungsangst
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work_keys_str_mv	AT zeidnermoshe testanxietythestateoftheart

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