Jerrell Cassady, Kathryn Fletcher, & Athena DacanayBall State University, USA

Paper Presented at the 31st World Conference on Stress and Anxiety Research. Galway, Ireland; August 4-6, 2010

Classic Test Anxiety Typologies

State vs. Trait Anxiety Orientations Transactional Process Model (Spielberger & Vagg) Additive Model (Zohar) Generalized trait-like responses to evaluations in general as

well as specific task component influence these orientations and interpretations.

Emotionality vs. Worry Orientations e.g., Liebert & Morris; Sarason; Flett & Blankstein “Worry” conceived more broadly by some to be “cognitive test

anxiety” which can include self-deprecating ruminations, task-irrelevant thoughts, worry, cognitive interference, cognitive load

“Emotionality” generally involves aspects such as tension and bodily symptoms encountered when faced with the evaluation.

Cognitive Interference Model

Information is available, but the anxiety leads to interference with retrieval efforts.

Cue overload due to inappropriate “restriction of range” for the memorial attempt

Inappropriate attention focus during search or spreading activation

Strategically-flawed LTM search strategies Cognitive Load Theory

Information Processing Model Learner experiences failure in processing

information (largely defined). Encoding, rehearsal, storage, cognitive

organization, retrieval failures all potential sources for performance failure.

Provides greater allowance for all phases in the learning-testing cycle (Test Preparation, Test Performance, Test Reflection)

Learning - Testing CycleTest Preparation Phase Study skills & strategies Study time and efficiency (repetition) Procrastination -- impedes primarly at “finals” Cognitive processing/encoding Surface-level processing Low self-regulation (monitor effort and progress) Perceived threat of tests Misappraisal of need to study/prepare

Learning - Testing CycleTest Performance Phase Anxiety blockage phenomenon (high

anxiety, good study skills, easy items) Interference during test session Distraction from test Decision-making impaired under stressful

situations when “confidence” levels fall for knowledge

Initial response to items on test -- panic and fear response

Learning - Testing CycleTest Reflection Phase Interpretation of failure/success (attributions) Self-efficacy judgments Goal establishment for future tests

(approach/avoidance) Development of “fear” for tests -- (ie, tests are

seen as threatening events -- sparking avoidance, perseveration)

Helplessness orientations Influence coping strategies in future test situations

Zeidner’s Typology for Evaluation Anxiety

This orientation pays greater attention to the underlying causes of the test anxiety.

Study/Test Deficiency Anxiety Blockage and Retrieval Failure Failure Acceptance Failure Avoidance Self-handicapping Perfectionism

Method

474 university students in volunteer study participation pools

73% Female; 93% Caucasian (consistent with the population pool)

Class status demonstrated primarily upper class undergraduates participated

Data Collected

Cognitive Test Anxiety Scale Perceived Test Threat Reactions to Tests: Bodily Symptoms Emotional Intelligence Scale Study Skills and Habits Multidimensional Perfectionism Scale COPE

Guiding Questions

Is there evidence of differential patterns of test anxiety in the sample?

Do differential patterns align with established conceptualizations for test anxiety?

Do differential patterns of coping and related variables arise?

Do coping indicators identify types noted by Zeidner?

University Status Comparison

CTA: F (4,462) = 6.55, p < .001; PTT: F(4,449)=3.7, p<.005

Additional Analyses

No meaningful differences on other variables based on university status

Females reported using social supportive and positive reinterpretation coping strategies more.

No significant differences based on reported race.Disparity in sample sizes significant

limitation in these analyses

Learning-Testing Specific CTA Forced analysis of CTA items based on

“where” in the Learning-Testing cycle they referenced were conducted.

No meaningful findings demonstrating differential forms of coping for students with varied degrees of CTA at Test Preparation, Test Performance, or Test Reflection Phases

Minimal variations among three phases on current CTA measure detected.

Students with High Levels of Cognitive Test Anxiety…Higher reported use of following coping

strategies than those with moderate to low levels CTA: [F (2,458) reported]

Mental disengagement [14.5] Denial [26.63] Behavioral disengagement [34.9] Focus on emotions and venting [14.3] Substance use [10.4]

Students with High Levels of Cognitive Test Anxiety…Higher reported rates on: [F’s (2, 248)] Concern over mistakes (MPS, 33.7) Doubts over action (MPS, 52.99) Parental Control (MPS, 22.6) Bodily symptoms (RTT, 102.1)

Lower reported skills in effective study strategies and cognitive elaboration, F(2, 458) = 13.7.

Similar Analyses for Perceived Test Threat (“worry”)Same pattern of findings demonstrated for

the students with high levels of perceived test threat with exceptions:

All effect sizes were smaller than for the CTA effects

No substance use coping differences based on worry

Low levels of worry associated with higher use of planning coping strategies

Additional Analysis

In an exploratory analysis of the differential relationships among CTA, PTT, and the outcome variables, we examined the study variables based on groups established based on levels of CTA and PTT

(High CTA, High PTT, High CTA + PTT)

Findings…

Students with high PTT – but not CTA had higher levels of emotional intelligence (in touch with own emotions about testing situation)

Bodily Symptoms related primarily to CTA, not PTT (measures Test Performance Phase exclusively)

Findings…

Study skills deficits reported equitably for students with high CTA and PTT.

Perfectionism tendencies noted for students with high levels of CTA (not present for students with high PTT): Concern over mistakesDoubts about actionsParental control

Findings…

Coping strategies observed to be prevalent for students with simultaneously high levels of CTA and PTT were mental disengagement and focus on emotion/venting.

Students with just high CTA (not PTT) displayed denial, substance use, and behavioral disengagement coping

Summary Broader measure CTA more directly

connected to reported maladaptive perfectionism and avoidance-focused coping variables.

Students with BOTH high perceived test threat and CTA demonstrates more emotion-focused coping strategies (not positive strategies), consistent with tendency for PTT to be related to emotional intelligence.

Typology for Cognitive Test Anxiety No simple solution to typology for

cognitive test anxiety Addition of achievement motivation and

self-regulation indicators supportive in identifying primary impairments in student performance for students with CTA

Intervention attempts have been best guided by item-level analyses for “critical items”

Ongoing

Cluster analysis to simultaneously examine perfectionism and test anxiety indicators

Path analyses examining potential for emotional intelligence, study skills (including self-regulation), and coping strategies to moderate documented effects of test anxiety on performance

Jerrell CassadyProfessor, Dept. of Educational PsychologyDirector, Academic Anxiety Research ConsortiumBall State University

jccassady@bsu.edu