Test anxiety, perfectionism, goal orientation, and academic performance

Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2×2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiet...

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Vydáno v:Anxiety, stress, and coping Ročník 24; číslo 2; s. 167 - 178
Hlavní autoři: Eum, KoUn, Rice, Kenneth G.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Taylor & Francis Group 01.03.2011
Taylor & Francis
Témata:
academic performance
Adolescent
Anxiety - psychology
Anxiety Disorders - psychology
Biological and medical sciences
Educational psychology
Educational Status
Female
Fundamental and applied biological sciences. Psychology
goal orientation
Goals
grade point average
Humans
Male
perfectionism
Personality
Personality Inventory
Personality traits
Personality. Affectivity
Psychological Tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Regression Analysis
test anxiety
Test Anxiety Scale
word recall
Young Adult
Human
Affect affectivity
Academic achievement
Word
grade point average
word recall
Memory
University environment
Sex
goal orientation
Goal pursuit
Personality
Cognition
Experimental study
Student
Perfectionism
Language
Test anxiety
Young adult
Recall
academic performance
ISSN:1061-5806, 1477-2205, 1477-2205
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Shrnutí:Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2×2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1061-5806
1477-2205
1477-2205
DOI:10.1080/10615806.2010.488723