Metacognitions, worry and attentional control in predicting OSCE performance test anxiety

O’Carroll, Pierce J; Fisher, Peter

doi:10.1111/medu.12125

Cited by 62Anxiety, Depression, Psychometrics, Treatment, Cognitive ProcessesInnovations in Medical EducationHealthcare professionals’ stress and burnout

Metacognitions, worry and attentional control in predicting OSCE performance test anxiety

O’Carroll, Pierce J, Fisher, Peter·2013·Medical Education

DOI 10.1111/medu.12125

Open this paper in CoChat — free account

Abstract

OBJECTIVES: This study investigated the applicability of the self-regulatory executive functioning (S-REF) model to performance test anxiety (PTA) in objective structured clinical examinations (OSCEs). Specifically, it examined the relative contributions of metacognitive beliefs, trait worry and attentional control to PTA. METHODS: A cross-sectional design was used. Immediately prior to their formative Communication for Clinical Practice OSCE, 240 Year 1 medical students completed the following self-report questionnaires: the Metacognitions Questionnaire-30 (MCQ-30); the Penn State Worry Questionnaire (PSWQ); the Attentional Control Scale (ACS), and the Performance Test Anxiety questionnaire (PTA). RESULTS: Univariate analysis indicated that female students scored significantly more highly than male students on the MCQ-30 subscale for negative beliefs about the uncontrollability and danger of worry, the MCQ-30 subscale for cognitive confidence and the PSWQ subscale for trait worry. Partial correlations (controlling for gender) showed that metacognitions, worry and attentional control were significantly correlated with PTA. Multiple regression analyses showed that worry and negative beliefs about the uncontrollability and danger of worry were independent predictors of PTA in both male and female students, whereas attention focus was an independent predictor only in male students. CONCLUSIONS: The findings support predictions derived from the S-REF model that metacognitive beliefs, trait worry and attentional control processes underlie the onset and maintenance of PTA.

Integrity signals

Registry

Crossref · 10.1111/medu.12125

Cites

40 of 40 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Findings in mental health settings demonstrate that metacognitive beliefs are associated with anxiety and depression and that negative metacognitive beliefs of uncontrollability and danger show the strongest and most reliable relationships with these symptoms.
“The results of the review mirror findings in mental health settings, which demonstrate that metacognitive beliefs are associated with anxiety and depression [29, 70–77] and that negative metacognitive beliefs of uncontrollability and danger show the strongest and most reliable relationships with these symptoms [29].”
From Metacognitive beliefs and their relationship with anxiety and depression in physical illnesses: A systematic review (2020) · cites this paper as [74]

Untitled work
(1970) · Cited by 24,983 · see citing works
Development and validation of the Penn State Worry Questionnaire
Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990) · Behaviour Research and Therapy · doi:10.1016/0005-7967(90)90135-6 · Cited by 5,099 · see citing works
Applied Logistic Regression Analysis
Ziegel, E. R., & Menard, S. (1996) · Technometrics · doi:10.1080/00401706.1996.10484485 · Cited by 3,923 · see citing works
State-Trait Anxiety Inventory for Adults
Spielberger, C. D. (2012) · PsycTESTS Dataset · doi:10.1037/t06496-000 · Cited by 3,479 · see citing works
Applied Logistic Regression Analysis
Menard, S. (2002) · Sage eBooks · doi:10.4135/9781412983433 · Cited by 3,011 · see citing works
Manual for the state-trait anxiety inventory (form Y) : "self-evaluation questionnaire"
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970) · Consulting Psychologists Press eBooks · Cited by 2,352 · see citing works
Anxiety-related attentional biases and their regulation by attentional control.
Derryberry, D., & Reed, M. A. (2002) · Journal of Abnormal Psychology · doi:10.1037/0021-843x.111.2.225 · Cited by 1,729 · see citing works
Correlates, Causes, Effects, and Treatment of Test Anxiety
Hembree, R. (1988) · Review of Educational Research · doi:10.3102/00346543058001047 · Cited by 1,723 · see citing works
Assessment of clinical competence using an objective structured clinical examination (OSCE)
HARDEN, R. M., & GLEESON, F. A. (1979) · Medical Education · doi:10.1111/j.1365-2923.1979.tb00918.x · Cited by 1,509 · see citing works
A short form of the metacognitions questionnaire: properties of the MCQ-30
Wells, A., & Cartwright-Hatton, S. (2004) · Behaviour Research and Therapy · doi:10.1016/s0005-7967(03)00147-5 · Cited by 1,396 · see citing works
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 · see citing works
Untitled work
(1994) · Research Explorer (The University of Manchester) · Cited by 1,205 · see citing works
Metacognitive therapy for anxiety and depression
Veeraraghavan, V. (2009) · Anxiety, Stress & Coping · doi:10.1080/10615800902833770 · Cited by 1,165 · see citing works
Applied Logistic Regression Analysis.
Jessen, H. C., & Menard, S. (1996) · Journal of the Royal Statistical Society Series D (The Statistician) · doi:10.2307/2988559 · Cited by 1,116 · see citing works
Test Anxiety
(1998) · Perspectives on Individual Differences · doi:10.1007/b109548 · Cited by 1,105 · see citing works
Modelling cognition in emotional disorder: the S-REF model
Wells, A., & Matthews, G. (1996) · Behaviour Research and Therapy · doi:10.1016/s0005-7967(96)00050-2 · Cited by 1,067 · see citing works
Untitled work
(2008) · Research Explorer (The University of Manchester) · Cited by 988 · see citing works
Stress, anxiety, and cognitive interference: reactions to tests
Sarason, I. G. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.46.4.929 · Cited by 959 · see citing works
Stress, anxiety, and cognitive interference: Reactions to tests.
Sarason, I. G. (1984) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.46.4.929 · Cited by 959 · see citing works
Effective Interventions on Test Anxiety Reduction: A Meta-Analysis
Ergene, T. (2003) · School Psychology International · doi:10.1177/01430343030243004 · Cited by 349 · see citing works
Test anxiety: Theory, assessment, and treatment
Vasey, M. W. (1996) · Journal of Anxiety Disorders · doi:10.1016/0887-6185(96)00013-8 · Cited by 327 · see citing works
Test anxiety: Theory, assessment, and treatment.
Spielberger, C. D., & Vagg, P. R. (1995) · Taylor & Francis eBooks · Cited by 276 · see citing works
Specific phobia: A review of DSM–IV specific phobia and preliminary recommendations for DSM–V
LeBeau, R. T., Glenn, D., Liao, B., Wittchen, H.-U., Beesdo-Baum, K., Ollendick, T., & Craske, M. G. (2010) · Depression and Anxiety · doi:10.1002/da.20655 · Cited by 257 · see citing works
Measuring metacognitions associated with emotional distress: Factor structure and predictive validity of the metacognitions questionnaire 30
Spada, M. M., Mohiyeddini, C., & Adrian Wells, A. (2008) · Personality and Individual Differences · doi:10.1016/j.paid.2008.04.005 · Cited by 243 · see citing works
Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education
Brand, H. S., & Schoonheim‐Klein, M. (2009) · European Journal of Dental Education · doi:10.1111/j.1600-0579.2008.00554.x · Cited by 218 · see citing works
Test anxiety in UK schoolchildren: Prevalence and demographic patterns
Putwain, D. W. (2006) · British Journal of Educational Psychology · doi:10.1348/000709906x161704 · Cited by 212 · see citing works
Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty
Stöber, J. (2004) · Anxiety Stress & Coping · doi:10.1080/10615800412331292615 · Cited by 174 · see citing works
Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development
Cheng, W.-N. K., Hardy, L., & Markland, D. A. (2008) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2008.08.001 · Cited by 161 · see citing works
Self-reported attentional control with the Attentional control scale: Factor structure and relationship with symptoms of anxiety and depression
Ólafsson, R. P., Smári, J., Guðmundsdóttir, F., Ólafsdóttir, G., Harðardóttir, H. L., & Einarsson, S. M. (2011) · Journal of Anxiety Disorders · doi:10.1016/j.janxdis.2011.03.013 · Cited by 160 · see citing works
Do cognitive distortions mediate the test anxiety–examination performance relationship?
Putwain, D. W., Connors, L., & Symes, W. (2009) · Educational Psychology · doi:10.1080/01443410903328866 · Cited by 121 · see citing works
Social fear and social phobia types among community youth: Differential clinical features and vulnerability factors
Knappe, S., Beesdo-Baum, K., Fehm, L., Stein, M. B., Lieb, R., & Wittchen, H.-U. (2011) · Journal of Psychiatric Research · doi:10.1016/j.jpsychires.2010.05.002 · Cited by 113 · see citing works
Psychometric characteristics of the Penn State Worry Questionnaire and Metacognitions Questionnaire‐30 and metacognitive predictors of worry and obsessive–compulsive symptoms in a Turkish sample
Yılmaz, A. E., Gençöz, T., & Adrian Wells, A. (2008) · Clinical Psychology & Psychotherapy · doi:10.1002/cpp.589 · Cited by 111 · see citing works
The Relationship among Metacognitions, Attentional Control, and State Anxiety
Spada, M. M., Georgiou, G. A., & Adrian Wells, A. (2009) · Cognitive Behaviour Therapy · doi:10.1080/16506070902991791 · Cited by 109 · see citing works
Predictive Validity of a Three-Dimensional Model of Performance Anxiety in the Context of Tae-Kwon-Do
Cheng, W.-N. K., Hardy, L., & Woodman, T. (2011) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.33.1.40 · Cited by 33 · see citing works
A pilot study into the anxiety induced by various assessment methods
Marshall, G., & Jones, N. (2003) · Radiography · doi:10.1016/s1078-8174(03)00062-2 · Cited by 30 · see citing works
Cognitive therapy for performance anxiety
Rodebaugh, T. L., & Chambless, D. L. (2004) · Journal of Clinical Psychology · doi:10.1002/jclp.20039 · Cited by 26 · see citing works
Attention and Emotion
Wells, A., & Matthews, G. (2016) · doi:10.4324/9781315784991 · Cited by 25 · see citing works
Attentional control capacity for emotion: An individual-difference measure of internal controlled attention
Johnson, D. R. (2008) · Cognition & Emotion · doi:10.1080/02699930802437095 · Cited by 20 · see citing works
One-week course helps prepare medical students for internship.
Laack, T. A., Newman, J., Goyal, D., & Torsher, L. C. (2009) · PubMed · Cited by 11 · see citing works
A metacognitive model and therapy for generalized anxiety disorder
Wells, A. (1999) · Clinical Psychology & Psychotherapy · doi:10.1002/(sici)1099-0879(199905)6:2

Flagged first, then by citations

Sorted by citations

A meta-analysis of the relationship between anxiety and attentional control
Shi, R., Sharpe, L., & Abbott, M. (2019) · Clinical Psychology Review · doi:10.1016/j.cpr.2019.101754 · Cited by 243 · see citing works
Cognitive–behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety
Putwain, D., & von der Embse, N. P. (2020) · Anxiety, Stress, & Coping · doi:10.1080/10615806.2020.1800656 · Cited by 74 · see citing works
Barriers to the uptake and use of feedback in the context of summative assessment
Harrison, C., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. P. M. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9524-6 · Cited by 138 · see citing works
Metacognitive beliefs and their relationship with anxiety and depression in physical illnesses: A systematic review
Capobianco, L., Faija, C., Husain, Z., & Wells, A. (2020) · PLoS ONE · doi:10.1371/journal.pone.0238457 · Cited by 109 · see citing works
“‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”
Putwain, D. W., Daly, A., Chamberlain, S., & Sadreddini, S. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1066493 · Cited by 112 · see citing works
Academically buoyant students are less anxious about and perform better in high‐stakes examinations
Putwain, D. W., Daly, A., Chamberlain, S., & Sadreddini, S. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12068 · Cited by 106 · see citing works
Metacognition, Hardiness, and Grit as Resilience Factors in Unmanned Aerial Systems (UAS) Operations: A Simulation Study
Matthews, G., Panganiban, A. R., Wells, A., Wohleber, R. W., & Reinerman-Jones, L. E. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00640 · Cited by 85 · see citing works
Systematic review of student anxiety and performance during objective structured clinical examinations.
Martin, R. D., & Naziruddin, Z. (2020) · Currents in Pharmacy Teaching and Learning · doi:10.1016/j.cptl.2020.07.007 · Cited by 71 · see citing works
An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance
Putwain, D. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0383-z · Cited by 64 · see citing works
Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance?
Putwain, D., & Aveyard, B. (2016) · School psychology quarterly · doi:10.1037/spq0000183 · Cited by 47 · see citing works
Revealing Nuanced Relationships Among Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses
Cassady, J. C., & Finch, W. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01141 · Cited by 46 · see citing works
Conceptualizing anxiety among social work students: implications for social work education
Baird, S. L. (2016) · Social Work Education · doi:10.1080/02615479.2016.1184639 · Cited by 41 · see citing works
Medical students' perception of test anxiety triggered by different assessment modalities
Guraya, S. Y., Guraya, S. S., Habib, F., Alquility, K., & Khoshhal, K. I. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1465178 · Cited by 39 · see citing works
The Metacognitions Questionnaire and Its Derivatives in Children and Adolescents: A Systematic Review of Psychometric Properties
Myers, S. G., Solem, S., & Adrian Wells, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01871 · Cited by 35 · see citing works
The Metacognitions Questionnaire–30: An Examination of a Bifactor Model and Measurement Invariance Among Men and Women in a Community Sample
Fergus, T. A., & Bardeen, J. R. (2017) · Assessment · doi:10.1177/1073191116685807 · Cited by 39 · see citing works
Students' perceptions of a near-peer Objective Structured Clinical Examination (OSCE) in medical imaging
Taylor, D., & Quick, S. B. (2019) · Radiography · doi:10.1016/j.radi.2019.06.009 · Cited by 30 · see citing works
What Comes First Metacognition or Negative Emotion? A Test of Temporal Precedence
Capobianco, L., Heal, C., Bright, M., & Wells, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02507 · Cited by 30 · see citing works
Modeling the Relationships Between Metacognitive Beliefs, Attention Control and Symptoms in Children With and Without Anxiety Disorders: A Test of the S-REF Model
Reinholdt-Dunne, M. L., Blicher, A., Nordahl, H., Normann, N., Esbjørn, B. H., & Wells, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01205 · Cited by 29 · see citing works
Evaluation of a patient-centered communication skills training for nurses (KOMPAT): study protocol of a randomized controlled trial
Lindig, A., Mielke, K., Frerichs, W., Cöllen, K., Kriston, L., Härter, M. C., & Scholl, I. (2024) · BMC Nursing · doi:10.1186/s12912-023-01660-8 · Cited by 37 · see citing works
Depressão e ansiedade entre estudantes da área de saúde
Alves, T. C. T. F. (2014) · Revista de Medicina · doi:10.11606/issn.1679-9836.v93i3p101-105 · Cited by 30 · see citing works
Further development and testing of the metacognitive model of procrastination: Self-reported academic performance
Fernie, B. A., Kopar, U. Y., Fisher, P., & Spada, M. M. (2018) · Journal of Affective Disorders · doi:10.1016/j.jad.2018.07.018 · Cited by 52 · see citing works
Self-citation
The Four Ws of Test Anxiety
Symes, W., & Putwain, D. W. (2020) · Psychologica · doi:10.14195/1647-8606_63-2_2 · Cited by 30 · see citing works
Why So Stressed? A Descriptive Thematic Analysis of Physical Therapy Students' Descriptions of Causes of Anxiety during Objective Structured Clinical Exams
Zhang, N., & Walton, D. M. (2018) · Physiotherapy Canada · doi:10.3138/ptc.2016-102.e · Cited by 26 · see citing works
OSCEGame: A serious game for OSCE training
Germa, A., Gosset, M., Gaucher, C., Valencien, C., Schlumberger, M., Colombier, M., Moreau, N., Radoï, L., Boukpessi, T., Davit‐Béal, T., et al. (2020) · European Journal Of Dental Education · doi:10.1111/eje.12643 · Cited by 25 · see citing works
University Students’ Mental Health and Illness Experiences in Health and Allied Health Programs: A Scoping Review
Epstein, I., Khanlou, N., Balaquiao, L., & Chang, K.-Y. (2018) · International Journal of Mental Health and Addiction · doi:10.1007/s11469-018-9987-4 · Cited by 24 · see citing works
A test of the goodness of fit of the generic metacognitive model of psychopathology symptoms
Nordahl, H., Ødegaard, I. H., Hjemdal, O., & Adrian Wells, A. (2019) · BMC Psychiatry · doi:10.1186/s12888-019-2266-5 · Cited by 25 · see citing works
"A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning
Epstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J., Su, Y., Zaki-Azat, J., & May, N. (2020) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2020.140109 · Cited by 21 · see citing works
Reducing Test Anxiety in School Settings: A Controlled Pilot Study Examining a Group Format Delivery of the Attention Training Technique Among Adolescent Students
Fergus, T. A., & Limbers, C. A. (2018) · Behavior Therapy · doi:10.1016/j.beth.2018.12.001 · Cited by 20 · see citing works
Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination
Wu, J., Du, J., Lee, C., Lee, H.-E., & Tsai, T. (2020) · The Kaohsiung Journal of Medical Sciences · doi:10.1002/kjm2.12231 · Cited by 20 · see citing works
Psycho Education Program for Prevention of Test Anxiety on 8th Grade Students to Reduce Anxiety and Indecisiveness
Kaya, M. (2015) · European Journal of Interdisciplinary Studies · doi:10.26417/ejis.v1i1.p37-43 · Cited by 12 · see citing works
Metacognition, OSCE performance anxiety and OSCE performance
Brannick, M. Τ. (2013) · Medical Education · doi:10.1111/medu.12148 · Cited by 10 · see citing works
Between fairness and fear—Dental undergraduates’ attitudes towards objective structured clinical examinations
Puryer, J., Neville, P., & Fowler, E. (2019) · European Journal Of Dental Education · doi:10.1111/eje.12433 · Cited by 10 · see citing works
Emotional Intelligence and Medical School Performance: A Prospective Multivariate Study
Brannick, M. Τ., Grichanik, M., Nazian, S. J., Wahi, M. M., & Goldin, S. B. (2013) · Medical Science Educator · doi:10.1007/bf03341690 · Cited by 10 · see citing works
The network structure of dysfunctional metacognitions, CAS strategies, and symptoms
Anyan, F., Nordahl, H., & Hjemdal, O. (2023) · Cogent Psychology · doi:10.1080/23311908.2023.2205258 · Cited by 8 · see citing works
Metacognitive strategies mediate the association between metacognitive beliefs and perceived quality of life
Havnen, A., Anyan, F., & Nordahl, H. (2024) · Scandinavian Journal of Psychology · doi:10.1111/sjop.13015 · Cited by 9 · see citing works
Factors influencing test anxiety in health professions education students: a scoping review
Wadi, M., Yusoff, M. S. B., Rahim, A. F. A., & Lah, N. A. Z. N. (2022) · SN Social Sciences · doi:10.1007/s43545-022-00459-9 · Cited by 8 · see citing works
Examining Changes in the Cognitive Attentional Syndrome and Attentional Control Following Metacognitive Therapy for Children with Generalized Anxiety Disorder
Walczak, M., Austgulen, E., Kirsten, L., & Breinholst, S. (2021) · International Journal of Cognitive Therapy · doi:10.1007/s41811-021-00124-8 · Cited by 6 · see citing works
Hubungan Mekanisme Koping Dengan Skor Kecemasan Dalam Menghadapi Ujian Keterampilan Medik Pada Mahasiswa Prodi Pendidikan Dokter Universitas Mataram
Nurrahmasia, N., Amalia, E., & Sari, D. P. (2021) · Smart Medical Journal · doi:10.13057/smj.v4i1.47695 · Cited by 6 · see citing works
Anxiety, Worry, and Difficulty Concentrating: A Longitudinal Examination of Concurrent and Prospective Symptom Relationships
Blendermann, M., Breaux, R., Fried, E. I., Naragon‐Gainey, K., Starr, L. R., Stewart, J. G., Teachman, B. A., & Hallion, L. S. (2025) · Behavior Therapy · doi:10.1016/j.beth.2025.01.004 · Cited by 4 · see citing works
Metacognitive beliefs about uncontrollability relate most strongly to health anxiety among US‐based non‐Latinx White primary care patients: Comparing strength of relations with US‐based non‐Latinx Black and Latinx primary care patients
Fergus, T. A., Wilder, K., Koester, P., Kelley, L. P., & Griggs, J. O. (2022) · Clinical Psychology & Psychotherapy · doi:10.1002/cpp.2711 · Cited by 3 · see citing works
Examiners’ Perceptions in Surgical Education: The Blind Spot in the Assessment of OSCEs
van der Want, A., Bloemendaal, P. M., & van der Hage, J. A. (2020) · Journal of surgical education · doi:10.1016/j.jsurg.2020.07.024 · Cited by 3 · see citing works
Overcoming OSCE anxiety
Chappell, G. (2022) · Practice Nursing · doi:10.12968/pnur.2022.33.5.196 · Cited by 2 · see citing works
The combined role of metacognition and mindfulness in social anxiety symptoms: A path model
Obuća, F., Aydın, O., Çakıroğlu, S., & Ünal‐Aydın, P. (2023) · Psihologija · doi:10.2298/psi220729013o · Cited by 2 · see citing works
Exam-related changes in salivary oxytocin and cortisol levels of preclinical medical students
İnanıcı, S. Y., Tamer, S. A., Bahadır, F. E., Sakarya, S., & Yeğen, B. Ç. (2024) · Marmara medical journal · doi:10.5472/marumj.1572929 · Cited by 2 · see citing works
FACTORS CORRELATED WITH MEDICAL STUDENTS ANXIETY IN CLINICAL SKILLS EXAMINATION
Andika, A. A. G. P., Susani, Y. P., & Sari, D. P. (2021) · Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education · doi:10.22146/jpki.63251 · Cited by 2 · see citing works
The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
Taylor, D. (2017) · University development and administration · doi:10.1007/978-981-10-1607-3_4-1 · Cited by 2 · see citing works
An Empirical Study on the Relationship between Causes of Teacher Examination Anxiety and Dimensions of Coping with Pre-Exam Anxiety: A Structural Equation Modelling Approach
Shimave, S., Çerkez, Y., & Baysen, E. (2020) · Psychologica Belgica · doi:10.5334/pb.536 · Cited by 1 · see citing works
Supporting Student Success: The Role of Test Anxiety, Emotional Intelligence, and Multifaceted Intervention
Thomas, C. L., Allen, K., Morales, C. M., & Mercer, J. (2022) · Springer eBooks · doi:10.1007/978-3-031-12737-3_3 · Cited by 2 · see citing works
Clinical perceptions of radiation therapy undergraduate competency standards
Carmichael, M., & Bridge, P. (2014) · Journal of Medical Radiation Sciences · doi:10.1002/jmrs.82 · Cited by 2 · see citing works
Effectiveness of a patient-centered communication skills training in nursing care: Results of the randomized controlled KOMPAT-study
Mielke, K., Frerichs, W., Christalle, E., Cöllen, K., Kriston, L., Topf, C., Zybarth, D., Härter, M. C., & Scholl, I. (2026) · Patient Education and Counseling · doi:10.1016/j.pec.2026.109772 · Cited by 1 · see citing works
The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
Taylor, D. (2018) · University development and administration · doi:10.1007/978-981-10-6858-4_4 · Cited by 1 · see citing works
The Spectrum of Affect: A Classification of the 64 Emotions
TenHouten, W. D. (2025) · Springer eBooks · doi:10.1007/978-3-031-86449-0_2 · Cited by 1 · see citing works
Residual Anxiety in Patients with Bipolar Disorder in Full or Partial Remission: Metacognitive Beliefs and Neurocognitive Function
Reinholdt‐Dunne, M. L., Seeberg, I., Blicher, A., Normann, N., Vinberg, M., Kessing, L. V., & Miskowiak, K. W. (2020) · Cognitive Therapy and Research · doi:10.1007/s10608-020-10148-7 · Cited by 1 · see citing works
Awareness and Knowledge of Dental Teaching Faculty on OSCE/OSPE Examination: An Online Survey
Reddy, K. S. K., Rao, B. L., Singh, V. D., Mohan, T. M., Kumar, M. M., & Karunakar, P. (2022) · Journal of Pharmaceutical Research International · doi:10.9734/jpri/2022/v34i617278 · Cited by 1 · see citing works
Metacognition, stress & recovery
Capobianco, L. (2017) · Research Explorer (The University of Manchester)
Predictores de la ansiedad ante la estadística: Ansiedad ante los exámenes y baja depuración cognitiva
Ávila-Toscano, J. H., Delgado, L. V., González, K. O., & Salcedo, D. (2020) · Revista Iberoamericana de Psicología · doi:10.33881/2027-1786.rip.12310
The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
Taylor, D. (2018) · University development and administration · doi:10.1007/978-981-10-1607-3_4-3
The Role of Professional Staff in Assessing Students: A Case Study of the Objective Structured Clinical Exam
Taylor, D. (2018) · University development and administration · doi:10.1007/978-981-10-1607-3_4-2
الإسهام النسبي للسيطرة الانتباهية والرضا عن الکتاب الإلکتروني والإجهاد التعليمي في التدفق التعلمي لدى طلاب الجامعة
علي, أ. غ. ا. (2022) · BSU-Journal of Pedagogy and Curriculum · doi:10.21608/jfe.2022.242777
Satisfaction level and correlation between performance and self-evaluation of physical therapy students in an objective structured clinical examination (OSCE) designed to assess clinical reasoning
Figueroa-González, P., Figueroa-Arce, N., Miranda, L. G., Gutiérrez-Arias, R. E., & Contreras-Pizarro, V. (2024) · Revista de la Facultad de Medicina · doi:10.15446/revfacmed.v71n4.107397
Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative
Enich, M., Morton, C. M., & Jermyn, R. T. (2024) · JMIR Medical Education · doi:10.2196/54280
Prevalence and Correlates of Test Anxiety Among Medical Students: Systematic Review
Mady, M., El-Nayal, M., Abdel‐Khalek, A. M., Khan, N., Osman, S., Sayegh, M. G., & Hajomer, H. A. E. (2026) · Advances in Medical Education and Practice · doi:10.2147/amep.s595472

Metacognitive beliefs predict test anxiety and examination performance
Huntley, C. D., Young, B., Smith, C. T., & Fisher, P. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1051304 · Cited by 14 · see citing works
Self-citation
Testing times: the association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students
Huntley, C. D., Young, B., Smith, C. T., Jha, V., & Fisher, P. (2022) · BMC Psychology · doi:10.1186/s40359-021-00710-7 · Cited by 45 · see citing works
Self-citation
Metacognition, OSCE performance anxiety and OSCE performance
Brannick, M. Τ. (2013) · Medical Education · doi:10.1111/medu.12148 · Cited by 10 · see citing works
Medical Students' Perspective about Influencing Factors of Anxiety during Objective Structured Clinical Examination: A Descriptive Study
Salmah, S., Islam, I. C., Rusli Sumara, N. M., Safitri, N. I., Jamal, L., Khoirunnisa, W., Nisa, H., Tanri, I. M., Magistriana Kasrum, Z. A., & Rafiah, S. (2022) · HAL
Impact of test anxiety on pharmacy students’ performance in Objective Structured Clinical Examination: a cross-sectional survey
Hadi, M. A., Ali, M., Haseeb, A., Mohamed, M. M. A., Elrggal, M. E., & Cheema, E. U. (2017) · International Journal of Pharmacy Practice · doi:10.1111/ijpp.12389 · Cited by 43 · see citing works

Authors: O’Carroll, P. J., & Fisher, P.
Affiliations: University of Liverpool (GB)
ORCID: Fisher, Peter
Venue: Medical Education
Publisher: Wiley
Published: 2013-05-12
Volume: 47
Issue: 6
Pages: 562-568
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/medu.12125
OpenAlex: W2143557444
Cited by: 62
References: 39
Citations by year: 2026: 2 · 2025: 2 · 2024: 5 · 2023: 2 · 2022: 6 · 2021: 3 · 2020: 12 · 2019: 8 · 2018: 9 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 3 · 2013: 2
FWCI: 4.51
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
Keywords: metacognition, metacognitive beliefs, trait worry, attentional control, OSCE, medical students, gender differences, attentional focus, cognitive confidence
MeSH terms: Adolescent, Adult, Anxiety, Attention, Attitude of Health Personnel, Cognition, Cross-Sectional Studies, Education, Medical, Educational Measurement, Female, Humans, Male, Models, Psychological, Regression Analysis, Students, Medical, Test Anxiety Scale, Sex Distribution, Young Adult, Executive Function, Self Report, Performance Anxiety

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Metacognitions, worry and attentional control in predicting OSCE performance test anxiety

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks