Multidimensional influences of anxiety and assessment type on task performance

被引：5

作者：

Sotardi, Valerie A. ^{[1
]}

Bosch, Jannis ^{[2
]}

Brogt, Erik ^{[1
]}

机构：

[1] Univ Canterbury, Christchurch, New Zealand

[2] Univ Potsdam, Potsdam, Germany

来源：

SOCIAL PSYCHOLOGY OF EDUCATION | 2020年 / 23卷 / 02期

关键词：

Anxiety; Performance; Test; Writing; University; Achievement; Personality; WORKING-MEMORY; ACADEMIC-PERFORMANCE; STATE ANXIETY; TRAIT; STUDENTS; PERSONALITY; PREDICTORS; STRESS; PERFECTIONISM; ACHIEVEMENT;

D O I：

10.1007/s11218-019-09508-3

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

We examined state evaluation anxiety, trait evaluation anxiety, and neuroticism in relation to New Zealand first-year university students' (n = 234) task performance on either a test or essay assessment. For both assessment types, the underlying components of state evaluation anxiety (cognitive worry, emotionality, and distraction) reflect linear-as opposed to nonlinear-associations with task performance. Results of several regression models show differential effects of both state evaluation anxiety and neuroticism on task performance depending on the assessment type. The multi-dimensionality of anxiety and its relative contribution on task performance across authentic types of assessment are discussed.

引用

页码：499 / 522

页数：24

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