Date of Award

11-5-2020

Publication Type

Master Thesis

Degree Name

M.A.

Department

Psychology

First Advisor

Dennis Jackson

Keywords

Cognition and Anxiety, Cognitive Performance, Test Anxiety, Test Performance, Test-Taking, Working Memory

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Test anxiety is a common phenomenon that can be detrimental to cognitive performance, academic achievement, and mental health. One mechanism consistently identified as playing a role in such deficits is working memory. While many studies have investigated the relationship between working memory and test anxiety, approaches to measuring working memory have varied between using assorted standardized behavioural measures and self-report inventories. While self-report inventories are often found to be valid, there is some evidence suggesting that subjective appraisal of functioning might not be accurate in all contexts. Therefore, the purpose of this study was to determine whether self-appraisal of working memory predicted test anxiety over performance on working memory behavioural tasks, and whether prediction of test anxiety would vary as a function of both working memory self-appraisal and performance. Self-appraisal of working memory was found to be predictive of test anxiety over behavioural performance, as performance was not a significant predictor of test anxiety. The interaction between self-appraisal and performance was not found to significantly predict test anxiety. Results of this study may underscore the necessity to continue to clarify the relationship between test anxiety and different modalities of working memory assessment, as it has relevance for both the field of test anxiety research and application in clinical and educational settings. Future studies in this area may contribute to the development of interventions to support student academic success and general well-being.

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