The DOI matches its Crossref record; 40 of the 40 references it cites were found in a registry or an index.
Test anxiety, perfectionism, goal orientation, and academic performance
Abstract
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.
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Cites
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
A compendium of neuropsychological tests: administration, norms, and commentary
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A 2 × 2 achievement goal framework.
Elliot, A. J., & McGregor, H. A. (2001) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.80.3.501 · Cited by 3,953
A hierarchical model of approach and avoidance achievement motivation.
Elliot, A. J., & Church, M. A. (1997) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.72.1.218 · Cited by 3,701
Comparing correlated correlation coefficients
Meng, X.-L., Rosenthal, R., & Rubin, D. B. (1992) · Psychological Bulletin · doi:10.1037/0033-2909.111.1.172 · Cited by 2,472 · cited 1×
“Using a Meng test (Meng, Rosenthal, & Rubin, 1992 ), there was a statistically stronger association between adaptive perfectionism and mastery approach goals than between adaptive perfectionism and performance approach goals ( p <.”
MethodPositive Conceptions of Perfectionism: Approaches, Evidence, Challenges
Stoeber, J., & Otto, K. (2006) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr1004_2 · Cited by 1,779
Correlates, Causes, Effects, and Treatment of Test Anxiety
Hembree, R. (1988) · Review of Educational Research · doi:10.3102/00346543058001047 · Cited by 1,723 · cited 3×
“Worry about failure, self-criticism, comparing self-performance to others, and distraction are commonly entertained by test-anxious people in evaluation situations (Flett & Blankstein, 1994; Hembree, 1988).”
BackgroundRevision of achievement goal theory: Necessary and illuminating.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002) · Journal of Educational Psychology · doi:10.1037//0022-0663.94.3.638 · Cited by 1,397
Cognitive test anxiety and academic performance
Cassady, J. C., & Johnson, R. E. (2002) · Contemporary Educational Psychology · doi:10.1006/ceps.2001.1094 · Cited by 1,315
On the measurement of achievement goals: Critique, illustration, and application.
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Cited by
The student-as-consumer approach in higher education and its effects on academic performance
Bunce, L., Baird, A., & Jones, S. E. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1127908 · Cited by 537
Academic stress in the final years of school: a systematic literature review
Wuthrich, V. M., Jagiello, T., & Azzi, V. (2020) · Child Psychiatry & Human Development · doi:10.1007/s10578-020-00981-y · Cited by 153
Is perfect good? A meta-analysis of perfectionism in the workplace.
Harari, D., Swider, B. W., Steed, L. B., & Breidenthal, A. P. (2018) · Journal of Applied Psychology · doi:10.1037/apl0000324 · Cited by 120
Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research
Burcaş, S., & Creţu, R. Z. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09531-3 · Cited by 74
Lunn, J., Greene, D., Callaghan, T., & Egan, S. J. (2023) · Cognitive Behaviour Therapy · doi:10.1080/16506073.2023.2211736 · Cited by 75
Metadata
- Authors
- Eum, K., & Rice, K. G.
- Venue
- Anxiety, Stress, & Coping
- Publisher
- Informa UK Limited
- Published
- 2010-05-24
- Volume
- 24
- Issue
- 2
- Pages
- 167-178
- ISSN
- 1061-5806 (ISSN-L)
- 1477-2205
- OpenAlex
- W1971685806
- Cited by
- 273
- References
- 40
- FWCI
- 10.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
