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The white bear in the classroom: on the use of thought suppression when stakes are high and pressure to perform increases

Imhof, Margarete, Schulte-Jakubowski, Katja·2015·Social Psychology of Education
DOI 10.1007/s11218-015-9301-2
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References 34 · Cited by 2

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Metadata

Authors
Imhof, M., & Schulte-Jakubowski, K.
Affiliations
Johannes Gutenberg University Mainz (DE)
Corresponding author
Imhof, Margarete
ORCID
Imhof, Margarete
Venue
Social Psychology of Education
Publisher
Springer Science and Business Media LLC
Published
2015-04-29
Volume
18
Issue
3
Pages
431-442
ISSN
  • 1381-2890 (ISSN-L)
  • 1573-1928
DOI
10.1007/s11218-015-9301-2
OpenAlex
W2083936279
Cited by
2
References
34
Citations by year
2024: 1 · 2017: 1
FWCI
0.84
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Social Psychology of Education (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
Keywords
thought suppression, performance pressure, academic performance, GRADE, negative mood, gender differences, high school students, stress reduction, performance avoidance, coping strategies

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Imhof, M., & Schulte-Jakubowski, K. (2015). The white bear in the classroom: on the use of thought suppression when stakes are high and pressure to perform increases. Social Psychology of Education. https://doi.org/10.1007/s11218-015-9301-2