The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Correlates, Causes, Effects, and Treatment of Test Anxiety
Abstract
Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass ( Glass, McGaw, & Smith, 1981 ). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985) . Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“Anxious individuals tend to experience anxiety in testing situations (39)”
From Meta-analytic relations between personality and cognitive ability (2023) · cites this paper as [39]
In the citing paper
“Meta-analyses have consistently shown that test anxiety occurs at higher levels in women than in men (Hembree, 1988;von der Embse et al., 2018).”
From Impacts of Standards-Based Grading on Students’ Mindset and Test Anxiety (2022) · cites this paper as Hembree, 1988
In the citing paper
“Hancock (2001) and Hembree (1988) reported that negative cognitions related to examinations, when such students underestimate their own abilities, or overestimation of the consequences related to their failure, are often accompanied by higher anxiety levels and poor performance.”
From Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale (2015) · cites this paper as Hembree, 1988
In the citing paper
“Like low motivation, test anxiety can significantly impair performance (Hembree [1988]).”
From Personality Psychology and Economics (2011) · cites this paper as Hembree [1988]
In the citing paper
“It is also known that test anxiety that emerges in evaluation environments has a negative effect on one ' s personal development, academic performance, and consequently career and business life (Hembree, 1988; McDonald, 2001; Putwain & Best, 2011; Sarason & Sarason, 1990; Topp, 1989; Y ı ld ı r ı m & Ergene, 2003).”
From Reducing Test Anxiety During the COVID-19 Pandemic: A Comparison of the Effectiveness of Cognitive Behavioral Therapy and Acceptance and Commitment Therapy (2024) · cites this paper as Hembree, 1988
In the citing paper
“Specific to high-stakes test situations, scholars argue that mathematics anxiety seems to be an aspect of “situational specific psychological distress” rather than an aspect of “mathematics” (Hembree, 1988).”
From The influences of mindfulness on high-stakes mathematics test achievement of middle school students (2023) · cites this paper as Hembree, 1988
In the citing paper
“A comprehensive review found converging evidence of higher mathematics achievement usually accompanies a reduction in mathematics anxiety (Hembree, 1988).”
From The influences of mindfulness on high-stakes mathematics test achievement of middle school students (2023) · cites this paper as Hembree, 1988
Citations
Cites
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
Meta-analysis in social research
(1982) · Evaluation and Program Planning · doi:10.1016/0149-7189(82)90011-8 · Cited by 3,896
Statistical Analysis in Psychology and Education.
Smith, H., & Ferguson, G. A. (1967) · Journal of the American Statistical Association · doi:10.2307/2283699 · Cited by 2,221
Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data
Liebert, R. M., & Morris, L. W. (1967) · Psychological Reports · doi:10.2466/pr0.1967.20.3.975 · Cited by 1,161
Spielberger, C. D. (1972) · Anxiety · doi:10.1016/b978-0-12-657401-2.50009-5 · Cited by 1,102
A study of anxiety and learning.
Mandler, G., & Sarason, S. B. (1952) · Journal of Abnormal & Social Psychology · doi:10.1037/h0062855 · Cited by 1,074
Test anxiety and direction of attention
Wine, J. (1971) · Psychological Bulletin · doi:10.1037/h0031332 · Cited by 1,055
Anxiety in academic achievement situations.
Alpert, R., & Haber, R. N. (1960) · Journal of Abnormal & Social Psychology · doi:10.1037/h0045464 · Cited by 1,049
Test anxiety : theory, research, and applications
Sarason, I. G. (1980) · Medical Entomology and Zoology · Cited by 719
Anxiety in elementary school children: A report of research.
Sarason, S. B., Davidson, K. S., Lighthall, F. F., Waite, R. R., & Ruebush, B. K. (1960) · John Wiley & Sons, Inc. eBooks · doi:10.1037/14349-000 · Cited by 527
Research works printed but not linked: 7
- Denney D, 1980, Test anxiety: Theory, research, and applications, 209
- Hedges L, 1985, Statistical methods for meta-analysis
- Hembree R, 1987, A bibliography of research on academic test anxiety
- Hill K, 1972, The young child, 2, 225
- Sarason I, 1980, Test anxiety: Theory, research, and applications, 3
- Spielberger C, 1976, Emotion and anxiety: New concepts, methods, and applications, 317
- Wildemuth B, 1977, Test anxiety: An extensive bibliography
Cited by
Sorted by citations
Items 901–1,000 of 1,004
Bao, L., Kim, Y., Raplinger, A., Han, J., & Koenig, K. M. (2014) · arXiv (Cornell University) · doi:10.48550/arxiv.1403.0599 · Cited by 14
“Additional sources that may lead to anxiety, such as test anxiety, are also well studied (Ball, 1995; Cassady and Johnson, 2002), but in this study, we focus on the cognitive component of anxiety, which is believed to be more directly related to learning and task performance (Hembree, 1988).”
BackgroundMethodResultInfluentialRelevance and Rigor in Research on the Applicant's Perspective: In Pursuit of Pragmatic Science
Imus, A. L., & Ryan, A. M. (2017) · Wiley eBooks · doi:10.1002/9781405164221.ch13 · Cited by 11
Lotz, C., Sparfeldt, J. R., & Ringeisen, T. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102080 · Cited by 11
Nieto, A. M., Sánchez-Rosas, J., & Iñíguez, C. G. (2023) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2023.11.003 · Cited by 21
D’Mello, S. K., Moulder, R. G., Jr., & Jensen, E. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101872 · Cited by 14
The Efficacy of GenAI Tools in Postsecondary Education
Chambers, L., & Owen, W. J. (2024) · Brock Education Journal · doi:10.26522/brocked.v33i3.1178 · Cited by 10
“Several studies have suggested that test anxiety amongst university students can have deleterious impacts, including poor academic performance, negative self-image, failing courses, and dropout rates (Cassady & Johnson, 2002; Gerwing et al., 2015; Hembree, 1988; Megivern et al., 2003).”
Türk, F. (2024) · Psychology in the schools (Print) · doi:10.1002/pits.23322 · Cited by 11
Test-Anxiety Program and Test Gains with Nursing Classes.
Evans, G. A., Ramsey, G., & Driscoll, R. (2010) · Cited by 10
Indicadores conductuales de ansiedad escolar en bachilleres en función de sus calificaciones
Macías-Martínez, D., & Pozo, M. D. R. H. (2008) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 9
Pilot Study on the Relationship of Test Anxiety to Utilizing Self-Testing in Self-Regulated Learning
Weißgerber, S. C., & Reinhard, M. (2018) · International Journal of Psychological Studies · doi:10.5539/ijps.v10n4p95 · Cited by 12
“Moreover, direct detrimental effects of test anxiety on performance have been shown by a plethora of studies (Hembree, 1988; Seipp, 1991; overall r = -.20.).”
BackgroundEffectiveness of Music Interventions to Reduce Test Anxiety in Pharmacy Students
Galal, S. M., Vyas, D., Hackett, R. K., Rogan, E. L., & Nguyen, C. (2021) · Pharmacy · doi:10.3390/pharmacy9010010 · Cited by 15
The dynamics of Brazilian students’ emotions in digital learning systems
de Morais, F., & Jaques, P. A. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-023-00339-0 · Cited by 12
“Studies such as Hembree (1988) and Zeidner (1998) have reported that female students generally experience higher levels of test anxiety than male students.”
Talking About Behaviors in the Passive Voice Increases Task Performance
Şenay, İ., Uşak, M., & Prokop, P. (2014) · Applied Cognitive Psychology · doi:10.1002/acp.3104 · Cited by 10
“maladaptive focus on self such as having the form of ‘I will fail the task’ and ‘I am not as smart as others’ (Hembree, 1988; Seipp, 1991).”
BackgroundInfluentialSparfeldt, J. R., Schneider, R. M., & Rost, D. H. (2016) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000183 · Cited by 10
The Effect of Strategy Instruction on English Majors’ Use of Affective Strategies and Anxiety Levels
Bielak, J. (2017) · Second language learning and teaching · doi:10.1007/978-3-319-66975-5_14 · Cited by 11
Türk, F., & Katmer, A. N. (2019) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v8i4.20316 · Cited by 10
“Test anxiety causes students to have poor performance [2].”
BackgroundInfluentialJonberg, A., Kastens, C., & Lipowsky, F. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01007-6 · Cited by 13
“So fanden Hembree (1988) und Krinzinger et al. (2009) keine Zusammenhänge zwischen PA und Leistung, obwohl die Lernenden Anzeichen von PA bei sich wahrnahmen.”
BackgroundInfluentialSchönwetter, D. J. (1995) · Cited by 10
Development of Personality across the Life Span
Atherton, O. E., Donnellan, M. B., & Robins, R. W. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.017 · Cited by 15
Intelligence in Relation to Jung's Personality Types
Furnham, A. F., Moutafi, J., & Paltiel, L. (2005) · Individual Differences Research · doi:10.65030/idr.03001 · Cited by 10
Enhancing Pre-Service Teachers' Awareness to Pupils' Test-Anxiety With 3D Immersive Simulation
Passig, D., & Moshe, R. (2008) · Journal of Educational Computing Research · doi:10.2190/ec.38.3.b · Cited by 10
Psychosocial Skills: Essential Components of Development and Achievement in K-12
Burrus, J. T., & Brenneman, M. W. (2016) · Plenum series on human exceptionality · doi:10.1007/978-3-319-28606-8_1 · Cited by 10
Sánchez-Rosas, J., & Furlán, L. A. (2017) · International Journal of Educational Psychology · doi:10.17583/ijep.2017.2268 · Cited by 12
“Researchers agree that the cognitive component of test anxiety, namely worry, is negatively related to academic achievement (Hembree, 1988; Zeidner, 2007).”
BackgroundFranklin, A. S. (2016) · Mental Health Religion & Culture · doi:10.1080/13674676.2017.1306501 · Cited by 13
“In particular, the worry component of cognitive test anxiety seems to have a stronger positive relationship with performance than the emotionality component (Chapell et al., 1992; Hembree, 1988; Keogh, Bond, French, Richards, & Davis, 2004).”
BackgroundThe Design of Messages to Improve Cybersecurity Incident Reporting
Briggs, P., Jeske, D., & Coventry, L. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-58460-7_1 · Cited by 11
GENÇLERDE SINAV KAYGISI, DİNDARLIK VE DUA İLİŞKİSİ
Karslı, N. (2019) · Abant İzzet Baysal Üniversitesi İlahiyat Fakültesi Dergisi · doi:10.33931/abuifd.526366 · Cited by 10
Forschung zur Schülerpersönlichkeit
Dalbert, C., & Stöber, J. (2004) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-663-10249-6_36 · Cited by 10
Examination preparation, anxiety and examination performance in a group of adult students
MacKenzie, A. (1994) · International Journal of Lifelong Education · doi:10.1080/0260137940130504 · Cited by 10
Psychologische Bildungsforschung
Götz, T., Frenzel, A. C., & Pekrun, R. H. (2010) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-92015-3_4 · Cited by 10
Ethnicity, test anxiety and science achievement in Nigerian students
Adigwe, J. C. (1997) · International Journal of Science Education · doi:10.1080/0950069970190703 · Cited by 10
Kooperation zwischen Elternhaus und Schule
Pekrun, R. H. (1997) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-322-93311-9_2 · Cited by 10
Test anxiety components: Comparison of different measures
Birenbaum, M. (1990) · Anxiety Research · doi:10.1080/08917779008248749 · Cited by 10
Test anxiety and reading comprehension: the key role of fluid reasoning
Sylvia, A. M., Shear, P., Mano, K. J., Guerin, J. M., & Mano, Q. (2023) · Anxiety, Stress, & Coping · doi:10.1080/10615806.2023.2169677 · Cited by 9
High-stakes test anxiety among Taiwanese adolescents: a longitudinal study
Chao, T.-Y., Sung, Y.-T., & Tseng, F.-L. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2321019 · Cited by 5
“Regarding gender differences in test anxiety, research has consistently revealed that test anxiety is higher among women than men (Hembree, 1988; von der Embse et al., 2018).”
Foreign Language Anxiety in Education
Kianinezhad, N. (2024) · JELITA · doi:10.56185/jelita.v5i1.477 · Cited by 12
“Before empirical studies on actual coping strategies used by students to alleviate anxiety emerged, it was believed that cognitive, affective, and behavioral approaches could be employed to address this type of anxiety (Hembree, 1988).”
BackgroundTeachers’ and Students’ Roles in Reducing Foreign Language Anxiety
Atifnigar, H. (2024) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2024.2(3).08 · Cited by 12
“It sets of overwhelming negative emotions which can prevail over rational thinking, as a result of which learners are not able to concentrate on the task and process as many pieces of information as normally, which leads to poorer performance (Hembree, 1988).”
BackgroundPersonality, Social Stress, and Drug Use Among College Students
Coleman, J., & Trunzo, J. J. (2015) · Psi Chi Journal of Psychological Research · doi:10.24839/2164-8204.jn20.1.52 · Cited by 9
Students' Perceptions and Behavior Related to Second-Chance Testing
Emeka, C., Bretl, T. W., Herman, G. L., West, M., & Zilles, C. B. (2021) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie49875.2021.9637173 · Cited by 9
“worry) dimensions [21], but it is the cognitive component that is more often associated with diminished performance [20].”
BackgroundDéveloppement et validation d’un questionnaire multicomponentiel de motivation scolaire
Huart, T. (2006) · Mesure et évaluation en éducation · doi:10.7202/1086729ar · Cited by 9
Malaya, U., Pachaiappan, S., Tee, M. Y., Malaya, U., Low, W. Y., & Malaya, U. (2023) · Journal of International Comparative Education · doi:10.14425/jice.2023.12.1.1205 · Cited by 9
“Study skill training, and cognitive, behavioural, and combination techniques were frequently employed in test anxiety interventions to change participants’ ideas, feelings, and behaviour (Ergene, 2003; Hembree, 1988; Huntley et al., 2019).”
MethodFrench Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender
Fenouillet, F., Prokofieva, V., Lorant, S., Masson, J., & Putwain, D. W. (2023) · Journal of Psychoeducational Assessment · doi:10.1177/07342829231186871 · Cited by 13
Rossi, S., Xenidou‐Dervou, I., & Cipora, K. (2023) · Royal Society Open Science · doi:10.1098/rsos.230861 · Cited by 18
“Even though TA and GA also affect mathematics performance, their effect is weaker than the effect of the MA [18,26].”
Sommer, M., & Arendasy, M. E. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.06.030 · Cited by 10
To feed back or to feed forward?
Pollari, P. (2017) · Apples - Journal of Applied Language Studies · doi:10.17011/apples/urn.201708073429 · Cited by 13
“One explanation for this may be test anxiety: earlier research has shown that female students experience more stress over testing, and in particular over high-stake tests (e.g. Hembree, 1988).”
BackgroundCross-National Comparison between U.K. and U.S. Higher Education Students in Test Anxiety
Lowe, P. A. (2019) · Higher Education Studies · doi:10.5539/hes.v9n3p88 · Cited by 10
“In contrast, the relationship between facilitating anxiety and gender is less clear, with some studies reporting no differences in facilitating anxiety (Lowe, 2018a, 2019b) and other studies finding less facilitating anxiety in females than in males (Hembree, 1988).”
BackgroundResultExamination of Test Anxiety in Samples of Australian and U.S. Higher Education Students
Lowe, P. A. (2019) · Higher Education Studies · doi:10.5539/hes.v9n4p33 · Cited by 10
“Differences across gender have also been reported in facilitating anxiety in some studies, with females reporting lower levels of facilitating anxiety than males (Hembree, 1988); however, in more recent studies, differences in facilitating anxiety between genders have not been found (Lowe, 2018a; Lowe & Lee, 2008a).”
ResultSesé, A., Pol, A. L. P., & Pérez-Pareja, J. (2010) · Cognitie, Creier, Comportament · Cited by 9
Xiao, F., Sun, L., Zeng, Y., & Zhan, J. (2021) · Current Psychology · doi:10.1007/s12144-021-02393-0 · Cited by 9
“Two decades ago, Hembree (1988) showed that test anxiety was associated with personality traits, like needs for dominance.”
BackgroundThe Relationship Between Leisure Management and Exam Anxiety Levels of University Students
Yaşartürk, F., Akay, B., & Ayhan, B. (2021) · Pakistan Journal of Medical and Health Sciences · doi:10.53350/pjmhs2115102915 · Cited by 9
EFL Learners’ Creative Thinking and their Achievement Emotions
Sayadian, S., & Lashkarian, A. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.07.539 · Cited by 9
PERSONALITY AND INTELLIGENCE PREDICT ARTS AND SCIENCE SCHOOL RESULTS IN 16 YEAR OLDS
Furnham, A. F., RINALDELLI-TABATON, E., & Chamorro‐Premuzic, T. (2011) · PSYCHOLOGIA · doi:10.2117/psysoc.2011.39 · Cited by 9
“Less work has been done on school children (Child, 1964; De Fruyt & Mervielde, 1996; Hembree, 1988; Lynn et al., 1984; Rindermann & Neubauer, 2001).”
BackgroundResultExploring the effects of group testing on graduate students’ motivation and achievement
Hancock, D. R. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601051176 · Cited by 10
“Previous research (Hembree, 1988; Hancock, 2001) has suggested that excessive test anxiety can impact negatively on student achievement and motivation to learn.”
BackgroundPerson‐fit: relationship with four personality tests in mathematics
Dodeen, H. M., & Darabi, M. (2008) · Research Papers in Education · doi:10.1080/02671520801945883 · Cited by 9
“As for test anxiety, several previous studies have shown that test anxiety has negative observable effect on students’ performance (e.g. Hill and Wigfield 1984; Hembree 1988).”
ResultPoster Sessions in Marketing Education
Stegemann, N., & Sutton‐Brady, C. (2009) · Journal of Marketing Education · doi:10.1177/0273475309344998 · Cited by 9
“Whereas there is a comprehensive body of work that has looked at the impact of examination anxiety on performance (Hembree, 1988; Seipp, 1991), all measures reviewed were specifically developed for examination anxiety.”
AKADEMİK MOTİVASYON ÖLÇEĞİNİN DİLSEL EŞDEĞERLİK, GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI
Karataş, H., & Erden, M. (2012) · DergiPark (Istanbul University) · Cited by 15
Applying Psychology Disciplinary Knowledge to Psychology Teaching and Learning
Zinkiewicz, L., Hammond, Ν. G. L., & Trapp, A. (2003) · Cited by 9
Devine, P. G., Brodish, A. B., & Vance, S. L. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9780511735066.016 · Cited by 9
Kurbanoğlu, N. İ., & Nefes, F. K. (2016) · Journal of Baltic Science Education · doi:10.33225/jbse/16.15.382 · Cited by 9
Wise, S. L. (1997) · Cited by 9
EFL Test Anxiety: Sources and Supervisions
Saha, M. (2014) · Journal of Teaching and Teacher Education · doi:10.12785/jtte/020208 · Cited by 9
“Researchers like McDonald (2001), Hill and Wigfield (1984) and Hambree (1988) also focus on the influence of an ‘individual’s history of learning’ and ‘age’ on test anxiety and personal performance.”
BackgroundXu, F., Cai, Y., & Tu, D. (2020) · Current Psychology · doi:10.1007/s12144-020-00610-w · Cited by 9
Cha, H. (2006) · DigiNole (Florida State University) · Cited by 8
The Potential of a Mindfulness‐Based Coloring Intervention to Reduce Test Anxiety in Adolescents
Rose, S. E., & Lomas, M. H. R. (2020) · Mind Brain and Education · doi:10.1111/mbe.12255 · Cited by 9
“The prevalence of test anxiety is worrying as reviews have consistently found that those who experience higher anxiety are more likely to have poor academic performance (Hembree, 1988; Seipp, 1991; von der Embse, Jester, Roy, & Post, 2018).”
BackgroundVinckenbosch, F. R. J., Vermeeren, A., Vuurman, E. F. P. M., van der Sluiszen, N. N. J. J. M., Verster, J. C., van de Loo, A. J. A. E., van Dijken, J. H., Veldstra, J. L., Brookhuis, K., de Waard, D., et al. (2021) · Human Psychopharmacology Clinical and Experimental · doi:10.1002/hup.2778 · Cited by 9
“…results confirm the previous findings by Barker et al. (2004a, 2004b) and has been repeatedly demonstrated to be associated with poorer test performance (Cook et al., 2007; Eysenck, 1985; Hembree, 1988) and often co ‐ exists with anxiety and depression related complaints (Akinsola & Nwajei, 2013).”
ResultEstablishing a Valid, Reliable Measure of Writing Apprehension for Japanese Students
(2000) · JALT Journal · doi:10.37546/jaltjj22.1-6 · Cited by 10
Uppfattningar och upplevelser av bedömning i grundskolan
Törnvall, M. (2001) · Malmö University Publications (Malmö University) · Cited by 9
South, S. C., Reichborn‐Kjennerud, T., Eaton, N. R., & Krueger, R. F. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop205001 · Cited by 9
The “CHARM” Policy Analysis Framework
Bilgili, Ö. (2017) · OECD education working papers · doi:10.1787/164a7643-en · Cited by 10
“Moreover, test and learning anxiety can put barriers in front of learning and performance leading to lower academic performance as well as broader consequences related to social, emotional and behavioural development (Ackerman and Heggestad, 1997; Hembree, 1988; Seipp, 1991).”
BackgroundVerhaegh, J., Fontijn, W. F. J., & Resing, W. C. M. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.07.026 · Cited by 7
A Quantitative Study of Undergraduate Students’ Anxiety
Tang, L., Matt, J. J., Khoshlessan, R., Das, K. P., & Allard, C. (2022) · Journal of Education and Learning · doi:10.5539/jel.v11n5p15 · Cited by 9
Thomas, C. L., & Özer, Ö. (2024) · Psychology in the Schools · doi:10.1002/pits.23186 · Cited by 12
Supriya, K., Bang, C., Ebie, J. D., Pagliarulo, C., Tucker, D. B., Villegas, K., Wright, C. D., & Brownell, S. E. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.21-11-0320 · Cited by 10
“Several studies have reported demographic differences in average levels of test anxiety and strong negative correlations between self-esteem and self-efficacy and test anxiety (Hembree, 1988; von der Embse et al. , 2018).”
BackgroundApproach–Avoidance Theories of Personality
Corr, P. J., & Krupıć, D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.025 · Cited by 12
Development of Achievement Emotions
Pekrun, R. H. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780198855903.013.36 · Cited by 8
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building
Zhu, G., Scardamalia, M., Nazeem, R., Donoahue, Z., Ma, L., & Lai, Z. (2023) · Instructional Science · doi:10.1007/s11251-023-09636-6 · Cited by 9
Evaluation of a brief intervention to reduce test anxiety in adolescents: a randomized control trial
Yale‐Soulière, G., Campeau, G., Turgeon, L., & Goulet, J. (2024) · Current Psychology · doi:10.1007/s12144-024-06361-2 · Cited by 8
“Three meta-analyses have concluded that cognitive-behavioral approaches are effective in reducing test anxiety (Ergene, 2003; Hembree, 1988; Huntley et al., 2019).”
InfluentialWorry Activation Impairs Intelligence Test Performance Only Under Ego Depletion
Englert, C., & Bertrams, A. (2016) · Swiss Journal of Psychology · doi:10.1024/1421-0185/a000179 · Cited by 8
The impact of peer-to-peer coaching on self-esteem, test anxiety and perceived stress in adolescents
Warner, N., & Budd, M.-J. (2018) · The Coaching Psychologist · doi:10.53841/bpstcp.2018.14.2.69 · Cited by 8
“A consistent finding is that females report higher levels of overall test anxiety than males (Aydin, 2017; Hembree, 1988; Lowe & Lee, 2008; Neuderth, Jabs and Schmidtke, 2009; Putwain, 2007).”
BackgroundResultInfluentialInvestıgatıon of the factors affectıng the cognıtıve test anxıety ın unıversıty students
Burhan, H. Ş. (2020) · Dusunen Adam The Journal of Psychiatry and Neurological Sciences · doi:10.14744/dajpns.2020.00089 · Cited by 9
Jerrim, J. (2022) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2022.2054941 · Cited by 14
“In the context of high-stakes examinations, such emotions have clear links with test anxiety, on which there is a wide-ranging literature (Cassady, 2004; Hembree, 1988; Howard, 2020).”
BackgroundPISA 2018 Background questionnaires
OECD (2019) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/67e1518f-en · Cited by 8
Handedness and test anxiety: An examination of mixed-handed and consistent-handed students
Thomas, C. L., & Fitch, S. B. (2023) · Experimental Results · doi:10.1017/exp.2023.14 · Cited by 8
“…of mixed-handed and consistent-handed students Research has established that test anxiety is a multidimensional construct that negatively impacts academic performance, motivational tendencies, and psychological well-being (Hembree, 1988; Steinmayr et al., 2016; von der Embse et al., 2018).”
BackgroundChukwuorji, J. C., & Nwonyi, S. K. (2015) · Journal of Psychology in Africa · doi:10.1080/14330237.2015.1007600 · Cited by 8
“However, other studies (e.g., Chandler, 2006; Hembree, 1988; Wigfield & Eccles, 1989; Nyroos et al., 2012) found that boys reported higher test anxiety than girls.”
BackgroundThe opposite effect of trait and state anxiety on Iowa Gambling Task
Pajkossy, P., Dezső, L., & Paprika, Z. Z. (2009) · Learning & Perception · doi:10.1556/lp.1.2009.2.110 · Cited by 8
Taylor, M. F., & Houghton, S. J. (2008) · Emotional and Behavioural Difficulties · doi:10.1080/13632750802027663 · Cited by 8
“Moreover, during timed tests and examinations increased levels of state anxiety rise, particularly in students already with high levels of trait anxiety (Hembree 1988; Spielberger and Vagg 1995).”
BackgroundTest Anxiety Scale: Reliability among Ethiopian Students
Raju, P. M., Mesfin, M., & Alia, E. (2010) · Psychological Reports · doi:10.2466/03.11.17.pr0.107.6.939-948 · Cited by 8
“A large body of research establishes that high anxiety results in poor academic performance (e.g., Hembree, 1988; Seipp, 1991; Nasser, Takahashi, & Benson, 1997; Onwuegbuzie, 2000; Hancock, 2001; Burns, 2004; Vogel & Collins, 2006).”
BackgroundØktedalen, T., & Hagtvet, K. A. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2010.537688 · Cited by 8
“The adverse effect of worry on performance, contrasting emotionality, is well documented (Hembree, 1988; Seipp, 1991).”
BackgroundGhonsooly, B., & Loghmani, Z. (2012) · International Journal of Linguistics · doi:10.5296/ijl.v4i3.1867 · Cited by 8
“Before the exam, they have regularly felt unprepared for the test and are usually doubtful about their self-worth (Deffenbacher, 1980; Depreeuw, 1984; Hembree, 1988; Morris et al., 1981).”
BackgroundMethodUdoukpong, B. E., & Okon, C. E. (2012) · Cited by 8
Caprara, G. V., & Vecchione, M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.038 · Cited by 9
Bal, B., Yaman, S., & TUNGAÇ, A. S. (2019) · South African Journal of Education · doi:10.15700/saje.v39n1a1670 · Cited by 8
“As stated by Hembree (1988), there are many reasons for this situation, and the class level can be described as the variable with the greatest uncertainty among the variables that has an effect on this feature.”
BackgroundTest Anxiety and Academic Self-Concept of Students
Kaur, G., & Senthil Kumaran, J. (2016) · International Journal of Indian Psychology · doi:10.25215/0304.009 · Cited by 8
OECD (2019) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/2c7c311d-en · Cited by 9
Aremu, A. O., & Taiwo, A. (2014) · The Living Cell · Cited by 8
Inner Speech and Respiration: Toward a Possible Mechanism of Stress Reduction
Chapell, M. S. (1994) · Perceptual and Motor Skills · doi:10.2466/pms.1994.79.2.803 · Cited by 8
“Outcome studies have confirmed the effectiveness of Rational-Emotive Therapy (Lyons & Woods, 1991), cognitive therapy (Beck, 1993b), stress-inoculation training (Meichenbaum, 1985), and cognitive-behavioral treatments for test anxiety (Hembree, 1988).”
BackgroundPredicting the Extended Time Use of College Students With Disabilities
Spenceley, L. M., Wood, W. L. M., Valentino, M., & Lewandowski, L. J. (2019) · Journal of Psychoeducational Assessment · doi:10.1177/0734282919848588 · Cited by 8
“Despite the use of test accommodations to reduce exam stress, there is only a modest relationship between test anxiety and test performance, approximately –.20 (see reviews by Hembree, 1988; Zeidner, 2014).”
BackgroundDoes Frontal EEG Beta Have Application in Anxiety Monitoring during Computer-Based Learning?
Macaulay, M., & Edmonds, E. (2004) · Journal of Educational Computing Research · doi:10.2190/uvlg-bkx0-j9ga-j3h4 · Cited by 8
“The most probable cause of anxiety in learning has also being noted to be the evaluative component (e.g., Hembree, 1988; Wine, 1971).”
BackgroundResultEmotions: Functions and Effects on Learning
Pekrun, R. H. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_519 · Cited by 8
Uysal, B., Gormez, V., Karatepe, H. T., Sönmez, D., Taştekne, F., Tepedelen, M. S., & Jordan, T. R. (2024) · Psychological Reports · doi:10.1177/00332941231174394 · Cited by 7
“It is also known that test anxiety that emerges in evaluation environments has a negative effect on one’s personal development, academic performance, and consequently career and business life (Hembree, 1988; McDonald, 2001; Putwain & Best, 2011; Sarason & Sarason, 1990; Topp, 1989; Yıldırım & Ergene, 2003).”
BackgroundMoustakas, D., & Gonida, E. Ν. (2023) · Education Sciences · doi:10.3390/educsci13100970 · Cited by 12
Metadata
- Authors
- Hembree, R.
- Affiliations
- Adrian College (US)
- Corresponding author
- Hembree, Ray
- Venue
- Review of Educational Research
- Published
- 1988-03
- Volume
- 58
- Issue
- 1
- Pages
- 47-77
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2118425840
- Cited by
- 1,723
- References
- 26
- Citations by year
- 2026: 33 · 2025: 54 · 2024: 58 · 2023: 71 · 2022: 77 · 2021: 90 · 2020: 121 · 2019: 77 · 2018: 74 · 2017: 71 · 2016: 79 · 2015: 77 · 2014: 84 · 2013: 71 · 2012: 90
- FWCI
- 11.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- test anxiety, academic performance, self-esteem, fear of negative evaluation, defensiveness, anxiety, ability, gender differences, grade level, grade point average
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
