Text anxiety on cognitive ability test can result in differential predictive validity of academic performance
► We investigated whether test anxiety leads to differential predictive validity. ► The predictor was a cognitive ability test (CAT). ► The criterion was final exam performance in a university course. ► The predictive validity of the CAT decreased slightly as Worry increased. ► The predictive validi...
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| Veröffentlicht in: | Personality and individual differences 2012-03, Vol.52 (4), p.497-502 |
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| container_title | Personality and individual differences |
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| creator | Bonaccio, Silvia Reeve, Charlie L. Winford, Eboni C. |
| description | ► We investigated whether test anxiety leads to differential predictive validity. ► The predictor was a cognitive ability test (CAT). ► The criterion was final exam performance in a university course. ► The predictive validity of the CAT decreased slightly as Worry increased. ► The predictive validity of the CAT was unaffected by Emotionality.
This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety. |
| doi_str_mv | 10.1016/j.paid.2011.11.015 |
| format | Article |
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This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety.</description><identifier>ISSN: 0191-8869</identifier><identifier>EISSN: 1873-3549</identifier><identifier>DOI: 10.1016/j.paid.2011.11.015</identifier><identifier>CODEN: PEIDD9</identifier><language>eng</language><publisher>Kidlington: Elsevier Ltd</publisher><subject>Academic achievement ; Academic performance ; Anxiety ; Biological and medical sciences ; Cognitive ability tests ; Differential predictive validity ; Educational psychology ; Emotionality ; Fundamental and applied biological sciences. Psychology ; Predictive validity ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Test anxiety ; Testing ; Worry</subject><ispartof>Personality and individual differences, 2012-03, Vol.52 (4), p.497-502</ispartof><rights>2011 Elsevier Ltd</rights><rights>2015 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c362t-2964d381f9a30cdaa4524b08765035d2a709196ffa4946f11846871b42ae32c3</citedby><cites>FETCH-LOGICAL-c362t-2964d381f9a30cdaa4524b08765035d2a709196ffa4946f11846871b42ae32c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.paid.2011.11.015$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,31000,45995</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=25603598$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Bonaccio, Silvia</creatorcontrib><creatorcontrib>Reeve, Charlie L.</creatorcontrib><creatorcontrib>Winford, Eboni C.</creatorcontrib><title>Text anxiety on cognitive ability test can result in differential predictive validity of academic performance</title><title>Personality and individual differences</title><description>► We investigated whether test anxiety leads to differential predictive validity. ► The predictor was a cognitive ability test (CAT). ► The criterion was final exam performance in a university course. ► The predictive validity of the CAT decreased slightly as Worry increased. ► The predictive validity of the CAT was unaffected by Emotionality.
This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety.</description><subject>Academic achievement</subject><subject>Academic performance</subject><subject>Anxiety</subject><subject>Biological and medical sciences</subject><subject>Cognitive ability tests</subject><subject>Differential predictive validity</subject><subject>Educational psychology</subject><subject>Emotionality</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Predictive validity</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Test anxiety</subject><subject>Testing</subject><subject>Worry</subject><issn>0191-8869</issn><issn>1873-3549</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kE1rHDEMhk1oIdukf6AnX0JPs_XH2DOGXkpo2kIgl70brS0XLfMVe3ZJ_n293dBjQSAQ7_tKehj7JMVWCmm_HLYLUNwqIeW2lpDmim1k3-lGm9a9YxshnWz63rpr9qGUgxDCGOU2bNzhy8pheiFcX_k88TD_nmilE3LY00B1uGJZeYCJZyzHYeU08UgpYcZpJRj4kjFS-Gs5wUDx7JkThwARRwp8wZzmPMIU8Ja9TzAU_PjWb9ju4fvu_mfz-PTj1_23xyZoq9ZGOdtG3cvkQIsQAVqj2r3oO2uENlFBJ5x0NiVoXWuTlH1r-07uWwWoVdA37PMldsnz87Ge70cqAYcBJpyPxdd4ZTujTVWqizLkuZSMyS-ZRsivXgp_JusP_kzWn8n6WpVsNd29xUMJMKRcX6Pyz6mMrVe6vuq-XnRYXz0RZl8CYcUQKWNYfZzpf2v-AKDlj9A</recordid><startdate>20120301</startdate><enddate>20120301</enddate><creator>Bonaccio, Silvia</creator><creator>Reeve, Charlie L.</creator><creator>Winford, Eboni C.</creator><general>Elsevier Ltd</general><general>Elsevier</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>20120301</creationdate><title>Text anxiety on cognitive ability test can result in differential predictive validity of academic performance</title><author>Bonaccio, Silvia ; Reeve, Charlie L. ; Winford, Eboni C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c362t-2964d381f9a30cdaa4524b08765035d2a709196ffa4946f11846871b42ae32c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic achievement</topic><topic>Academic performance</topic><topic>Anxiety</topic><topic>Biological and medical sciences</topic><topic>Cognitive ability tests</topic><topic>Differential predictive validity</topic><topic>Educational psychology</topic><topic>Emotionality</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Predictive validity</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Test anxiety</topic><topic>Testing</topic><topic>Worry</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bonaccio, Silvia</creatorcontrib><creatorcontrib>Reeve, Charlie L.</creatorcontrib><creatorcontrib>Winford, Eboni C.</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Personality and individual differences</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bonaccio, Silvia</au><au>Reeve, Charlie L.</au><au>Winford, Eboni C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Text anxiety on cognitive ability test can result in differential predictive validity of academic performance</atitle><jtitle>Personality and individual differences</jtitle><date>2012-03-01</date><risdate>2012</risdate><volume>52</volume><issue>4</issue><spage>497</spage><epage>502</epage><pages>497-502</pages><issn>0191-8869</issn><eissn>1873-3549</eissn><coden>PEIDD9</coden><abstract>► We investigated whether test anxiety leads to differential predictive validity. ► The predictor was a cognitive ability test (CAT). ► The criterion was final exam performance in a university course. ► The predictive validity of the CAT decreased slightly as Worry increased. ► The predictive validity of the CAT was unaffected by Emotionality.
This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety.</abstract><cop>Kidlington</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.paid.2011.11.015</doi><tpages>6</tpages></addata></record> |
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| ispartof | Personality and individual differences, 2012-03, Vol.52 (4), p.497-502 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Journals (5 years ago - present) |
| subjects | Academic achievement Academic performance Anxiety Biological and medical sciences Cognitive ability tests Differential predictive validity Educational psychology Emotionality Fundamental and applied biological sciences. Psychology Predictive validity Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Test anxiety Testing Worry |
| title | Text anxiety on cognitive ability test can result in differential predictive validity of academic performance |
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