Test Anxiety and Academic Competence: A Comparison of Alternative Models
The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes s...
Gespeichert in:
| Veröffentlicht in: | Journal of counseling psychology 1990-07, Vol.37 (3), p.313-321 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 321 |
|---|---|
| container_issue | 3 |
| container_start_page | 313 |
| container_title | Journal of counseling psychology |
| container_volume | 37 |
| creator | Smith, Randy J Arnkoff, Diane B Wright, Thomas L |
| description | The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multiple-deficit formulations, and that multimodal counseling address cognitive, skills, and social learning processes. |
| doi_str_mv | 10.1037/0022-0167.37.3.313 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_614391096</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ419659</ericid><sourcerecordid>614391096</sourcerecordid><originalsourceid>FETCH-LOGICAL-a380t-7f41b41d10ecdd5ab51d81416fd6ed6e94d2624e3b68ce1422b253834cb5189b3</originalsourceid><addsrcrecordid>eNp1kE9rwzAMxc3YYF23LzB2KFt3TGdZjhMfS-n-UdilOxvHdiClTTI7hfXbzyGlPQ0EQryfnsQj5B7oDChmL5QyllAQ2QxjzRDwgoxAokwYiPySjE7ANbkJYUMpcMzliEzXLnSTef1bue4w0bWdzI22bleZyaLZta5ztXG35KrU2-Dujn1Mvl-X68V7svp6-1jMV4nGnHZJVnIoOFigzlib6iIFmwMHUVrhYklumWDcYSFy44AzVrAUc-QmkrkscEweB9_WNz_7-JjaNHtfx5NKxH8lUCki9PQfBEgBOE0ljRQbKOObELwrVeurnfYHBVT1kak-EdUnouKAKkYWl56P1joYvS29rk0VzpsSmcSsN38YOOcrc5KXnxykSGWUp4OsW63acDDad5XZuqBMsz9f-wPESX2S</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614391096</pqid></control><display><type>article</type><title>Test Anxiety and Academic Competence: A Comparison of Alternative Models</title><source>Periodicals Index Online</source><source>APA PsycARTICLES</source><creator>Smith, Randy J ; Arnkoff, Diane B ; Wright, Thomas L</creator><creatorcontrib>Smith, Randy J ; Arnkoff, Diane B ; Wright, Thomas L</creatorcontrib><description>The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multiple-deficit formulations, and that multimodal counseling address cognitive, skills, and social learning processes.</description><identifier>ISSN: 0022-0167</identifier><identifier>EISSN: 1939-2168</identifier><identifier>DOI: 10.1037/0022-0167.37.3.313</identifier><identifier>CODEN: JLCPAT</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Ability ; Academic Achievement ; Attention ; Biological and medical sciences ; Cognitive Ability ; Cognitive Processes ; College Students ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Higher Education ; Human ; Miscellaneous ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Social Learning ; Socialization ; Test Anxiety ; Undergraduate Students</subject><ispartof>Journal of counseling psychology, 1990-07, Vol.37 (3), p.313-321</ispartof><rights>1990 American Psychological Association</rights><rights>1991 INIST-CNRS</rights><rights>1990, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a380t-7f41b41d10ecdd5ab51d81416fd6ed6e94d2624e3b68ce1422b253834cb5189b3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27850,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ419659$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=19329370$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Smith, Randy J</creatorcontrib><creatorcontrib>Arnkoff, Diane B</creatorcontrib><creatorcontrib>Wright, Thomas L</creatorcontrib><title>Test Anxiety and Academic Competence: A Comparison of Alternative Models</title><title>Journal of counseling psychology</title><description>The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multiple-deficit formulations, and that multimodal counseling address cognitive, skills, and social learning processes.</description><subject>Academic Ability</subject><subject>Academic Achievement</subject><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Cognitive Ability</subject><subject>Cognitive Processes</subject><subject>College Students</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Higher Education</subject><subject>Human</subject><subject>Miscellaneous</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Social Learning</subject><subject>Socialization</subject><subject>Test Anxiety</subject><subject>Undergraduate Students</subject><issn>0022-0167</issn><issn>1939-2168</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1990</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp1kE9rwzAMxc3YYF23LzB2KFt3TGdZjhMfS-n-UdilOxvHdiClTTI7hfXbzyGlPQ0EQryfnsQj5B7oDChmL5QyllAQ2QxjzRDwgoxAokwYiPySjE7ANbkJYUMpcMzliEzXLnSTef1bue4w0bWdzI22bleZyaLZta5ztXG35KrU2-Dujn1Mvl-X68V7svp6-1jMV4nGnHZJVnIoOFigzlib6iIFmwMHUVrhYklumWDcYSFy44AzVrAUc-QmkrkscEweB9_WNz_7-JjaNHtfx5NKxH8lUCki9PQfBEgBOE0ljRQbKOObELwrVeurnfYHBVT1kak-EdUnouKAKkYWl56P1joYvS29rk0VzpsSmcSsN38YOOcrc5KXnxykSGWUp4OsW63acDDad5XZuqBMsz9f-wPESX2S</recordid><startdate>19900701</startdate><enddate>19900701</enddate><creator>Smith, Randy J</creator><creator>Arnkoff, Diane B</creator><creator>Wright, Thomas L</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>19900701</creationdate><title>Test Anxiety and Academic Competence</title><author>Smith, Randy J ; Arnkoff, Diane B ; Wright, Thomas L</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a380t-7f41b41d10ecdd5ab51d81416fd6ed6e94d2624e3b68ce1422b253834cb5189b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1990</creationdate><topic>Academic Ability</topic><topic>Academic Achievement</topic><topic>Attention</topic><topic>Biological and medical sciences</topic><topic>Cognitive Ability</topic><topic>Cognitive Processes</topic><topic>College Students</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Higher Education</topic><topic>Human</topic><topic>Miscellaneous</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Social Learning</topic><topic>Socialization</topic><topic>Test Anxiety</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Smith, Randy J</creatorcontrib><creatorcontrib>Arnkoff, Diane B</creatorcontrib><creatorcontrib>Wright, Thomas L</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of counseling psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Smith, Randy J</au><au>Arnkoff, Diane B</au><au>Wright, Thomas L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ419659</ericid><atitle>Test Anxiety and Academic Competence: A Comparison of Alternative Models</atitle><jtitle>Journal of counseling psychology</jtitle><date>1990-07-01</date><risdate>1990</risdate><volume>37</volume><issue>3</issue><spage>313</spage><epage>321</epage><pages>313-321</pages><issn>0022-0167</issn><eissn>1939-2168</eissn><coden>JLCPAT</coden><abstract>The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multiple-deficit formulations, and that multimodal counseling address cognitive, skills, and social learning processes.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0167.37.3.313</doi><tpages>9</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0167 |
| ispartof | Journal of counseling psychology, 1990-07, Vol.37 (3), p.313-321 |
| issn | 0022-0167 1939-2168 |
| language | eng |
| recordid | cdi_proquest_journals_614391096 |
| source | Periodicals Index Online; APA PsycARTICLES |
| subjects | Academic Ability Academic Achievement Attention Biological and medical sciences Cognitive Ability Cognitive Processes College Students Educational psychology Fundamental and applied biological sciences. Psychology Higher Education Human Miscellaneous Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Social Learning Socialization Test Anxiety Undergraduate Students |
| title | Test Anxiety and Academic Competence: A Comparison of Alternative Models |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T05%3A41%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Test%20Anxiety%20and%20Academic%20Competence:%20A%20Comparison%20of%20Alternative%20Models&rft.jtitle=Journal%20of%20counseling%20psychology&rft.au=Smith,%20Randy%20J&rft.date=1990-07-01&rft.volume=37&rft.issue=3&rft.spage=313&rft.epage=321&rft.pages=313-321&rft.issn=0022-0167&rft.eissn=1939-2168&rft.coden=JLCPAT&rft_id=info:doi/10.1037/0022-0167.37.3.313&rft_dat=%3Cproquest_cross%3E614391096%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614391096&rft_id=info:pmid/&rft_ericid=EJ419659&rfr_iscdi=true |