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.
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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
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“The domain of children’s test anxiety was theorized to be comprised of three dimensions: thoughts, autonomic reactions, and off-task behaviors.”
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BackgroundResultWhat to do when feeling bored?
Nett, U. E., Goetz, T., & Daniels, L. M. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.09.004 · Cited by 248
Who is afraid of math? Two sources of genetic variance for mathematical anxiety
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“Although general anxiety is not aimed to measure anxiety about specific event or activity such as taking a test or solving a math problem, it is associated with specific anxiety subtypes, such as test anxiety and MA (Hembree, 1988; Hembree, 1990).”
BackgroundEffects of Online Testing on Student Exam Performance and Test Anxiety
Stowell, J. R., & Bennett, D. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.42.2.b · Cited by 214
“Test anxiety is comprised of affective (physiological arousal, emotionality), cognitive (worry), and behavioral (procrastination, avoidance) components, which together may interfere with a person’s academic achievement (see Hembree, 1988; Zeidner, 1998).”
BackgroundDörrenbächer‐Ulrich, L., & Perels, F. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.09.015 · Cited by 231
The Modified Abbreviated Math Anxiety Scale: A Valid and Reliable Instrument for Use with Children
Carey, E., Hill, F., Devine, A., & Szűcs, D. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00011 · Cited by 206
“…construct validity into question, since the relationship between MA and performance is long established in adolescents and adults (see Hembree, 1988; Carey et al., 2016 for review) and has also been observed in children when other questionnaires are used (Wu et al., 2012; Ramirez et…”
BackgroundMethodCaviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09618-5 · Cited by 291
“ables in the relationship between TA and performance (Hembree, 1988; Zeidner, 1990).”
BackgroundResultInfluentialTest Anxiety: A Cross-Cultural Perspective
Bodas, J., & Ollendick, T. H. (2005) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-005-2342-x · Cited by 206
When does anxiety help or hinder cognitive test performance? The role of working memory capacity
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“Given that prior research shows that anxiety may be particularly important in cognitive tests that require substantial working memory resources such as maths (Ashcraft & Krause, 2007; Ma, 1999) and IQ (Ackerman & Heggestad, 1997; Hembree, 1988), we hypothesized that an interaction between negative effect and WMC would…”
BackgroundEmotions as Drivers of Learning and Cognitive Development
Pekrun, R. H. (2011) · Springer eBooks · doi:10.1007/978-1-4419-9625-1_3 · Cited by 220
“In line with experimental findings, field studies have shown that test anxiety correlates moderately negatively with students’ academic performance (Hembree, 1988; Zeidner, 1998, 2007).”
ResultZheng, Y., & Cheng, L. (2018) · Language Testing in Asia · doi:10.1186/s40468-018-0065-4 · Cited by 242
“The effects of test anxiety have been reported in a variety of studies in general education as well as in second/foreign language education (Hembree 1988; Gregersen et al. 2014; Sawyer 2005; Vitasari et al. 2010).”
BackgroundOptimizing stress: An integrated intervention for regulating stress responses.
Crum, A. J., Jamieson, J. P., & Akinola, M. (2020) · Emotion · doi:10.1037/emo0000670 · Cited by 190
“Although the majority of past stress regulation research has focused on reducing the intensity or frequency of stressful experiences (e.g., Bränström, Kvillemo, Brandberg, & Moskowitz, 2010; Hembree, 1988; see Somerfield & McCrae, 2000 for a review), markedly different approaches have emerged.”
BackgroundBradley, R. T., McCraty, R., Atkinson, M., Tomasino, D., Daugherty, A., & Argüelles, L. (2010) · Applied Psychophysiology and Biofeedback · doi:10.1007/s10484-010-9134-x · Cited by 225
“It has long been known that students with moderate to high levels of test anxiety have depressed test performance ( Hembree 1988; Hill 1984; Wigfield and Eccles 1989).”
BackgroundOwens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008) · Anxiety Stress & Coping · doi:10.1080/10615800701847823 · Cited by 189
“For example, Hembree (1988) reviewed 562 studies addressing the nature, effects and treatment of test anxiety.”
MethodPersonality and intelligence as predictors of statistics examination grades
Furnham, A. F., & Chamorro‐Premuzic, T. (2003) · Personality and Individual Differences · doi:10.1016/j.paid.2003.10.016 · Cited by 209
“The relationship between academic performance and Neuroticism is usually understood in terms of anxiety, particularly under stressful conditions such as university examinations ( Hembree, 1988; Siepp, 1991).”
BackgroundGläser‐Zikuda, M., Fuß, S., Laukenmann, M., Metz, K., & Randler, C. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.013 · Cited by 197
Devine, A., Hill, F., Carey, E., & Szűcs, D. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000222 · Cited by 232
“It is important to note that female students are also more likely to report higher levels of both TA and GA than do male (Hembree, 1988; Vesga-Lopez et al., 2008; Wren & Benson, 2004); thus, it is possible that female students’ general propensity for anxiety may contribute to their higher levels of…”
BackgroundAnxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties
Cassady, J. C. (2022) · Springer eBooks · doi:10.1007/978-3-031-12737-3_2 · Cited by 195
Extending self-regulated learning to include self-regulated emotion strategies
Ben‐Eliyahu, A., & Linnenbrink‐Garcia, L. (2012) · Motivation and Emotion · doi:10.1007/s11031-012-9332-3 · Cited by 199
The Effects of a Peer Mentoring Program on Academic Success Among First Year University Students
Rodger, S., & Tremblay, P. F. (2003) · Canadian Journal of Higher Education · doi:10.47678/cjhe.v33i3.183438 · Cited by 180
“High anxiety is linked to an external locus of control (Hembree, 1988), and students with an external locus of control who receive attributional retraining (where students were exposed to a professor recounting stories about a bumpy undergraduate career, and reassured by the professor that he or she had survived and e…”
Why is Conscientiousness negatively correlated with intelligence?
Moutafi, J., Furnham, A., & Paltiel, L. (2004) · Personality and Individual Differences · doi:10.1016/j.paid.2003.11.010 · Cited by 177
“With regard to Neuroticism, it has been found that its negative relationship with intelligence is partly due to the Anxiety component of Neuroticism, which impairs intellectual functioning in several contexts (Hembree, 1988; Sarason, 1980).”
BackgroundFactors That Affect Academic Performance Among Pharmacy Students
Sansgiry, S. S., Bhosle, M. J., & Sail, K. (2006) · American Journal of Pharmaceutical Education · doi:10.5688/aj7005104 · Cited by 175
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents
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“Furthermore, we assume relationships with the narrow traits self-discipline, grit, test anxiety, selfefficacy, and intrinsic (versus extrinsic) motivation (Caprara et al., 2011; Deci et al., 1991; Duckworth et al., 2007; Duckworth & Seligman, 2005; Hembree, 1988).”
BackgroundSchnabel, K.-U., Alfeld, C., Eccles, J. S., Köller, O., & Baumert, J. (2002) · Journal of Vocational Behavior · doi:10.1006/jvbe.2001.1863 · Cited by 171
“Two meta-analyses, integrating a decade of empirical research on this topic, have provided strong evidence that test anxiety (disposition to get distracted by worry cognition in evaluative situations) is detrimental for academic performance (Hembree, 1988; Seipp, 1991).”
BackgroundIdentification problems in personality psychology
Borghans, L., Golsteyn, B., Heckman, J. J., & Humphries, J. E. (2011) · Personality and Individual Differences · doi:10.1016/j.paid.2011.03.029 · Cited by 164
“Like low motivation, test anxiety can significantly impair performance (Hembree, 1988).”
Lichtenfeld, S., Elliot, A. J., Maier, M., & Pekrun, R. H. (2012) · Personality and Social Psychology Bulletin · doi:10.1177/0146167212436611 · Cited by 181
“A substantial amount of research in the test anxiety and achievement motivation literatures has shown that aversive motivation prompts worry, distraction, perceptualcognitive rigidity, and self-protective processes known to undermine performance on analytical tasks (Elliot & McGregor, 2001; Hembree, 1988; McCrea & Hir…”
BackgroundNúñez‐Peña, M. I., Pellicioni, M. S., & Bono, R. (2016) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2016.07.023 · Cited by 196
“Some years ago, the meta-analysis by Hembree (1988) revealed that the high level of test anxiety reported by females is not generally accompanied by lower performance scores.”
BackgroundResultTest Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis
Roos, A., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. H. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09543-z · Cited by 201
“To date, there are more than 2000 published studies on this often detrimental emotion (e.g., Hembree 1988; McDonald 2001; Zeidner 2014).”
BackgroundSignificant Predictors of Test Anxiety Among Students With and Without Learning Disabilities
Sena, J. D. W., Lowe, P. A., & Lee, S. W. (2007) · Journal of Learning Disabilities · doi:10.1177/00222194070400040601 · Cited by 175
“Gender and age differences in test anxiety have been reported in the literature (Hembree, 1988; McDonald, 2001; Zeidner, 1998).”
BackgroundInfluentialPsychopathology and academic performance: The role of motivation and learning strategies.
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“Lastly, Hembree (1988), in a meta-analysis of 562 educational studies, suggested that student attitudes often correlate significantly and negatively with general test anxiety.”
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“These have found performance difficulties among anxious children on evaluative, relatively difficult tasks (Hembree, 1988; Zatz & Chassin, 1983).”
BackgroundSex differences in the relation between statistics anxiety and cognitive/learning strategies
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“” This study also extends previous test anxiety research (Bembenutty & McKeachie, 2000; Choi, 1998; Hembree, 1988) by linking it to optimism and AR, thereby examining the possibility that test anxiety may partially account for students’ course withdrawal.”
ResultPersonal and situational predictors of test anxiety of students in post‐compulsory education
Putwain, D. W., Woods, K. A., & Symes, W. (2010) · British Journal of Educational Psychology · doi:10.1348/000709909x466082 · Cited by 217
“Several studies have reported that perceptions of lower competence predict higher test anxiety (e.g. Chamorro-Premuzic, Ahmetoglu, & Eurnham, 2008; Goetz, Preckel, Zeidner, & Schleyer, 2008; Hembree, 1988; Schwarzer, Mueller, & Greenglass, 1999; Zeidner & Schleyer, 1999).”
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence
Bratko, D., Chamorro‐Premuzic, T., & Saks, Z. (2006) · Personality and Individual Differences · doi:10.1016/j.paid.2005.12.015 · Cited by 160
“…that high Neuroticism is detrimental for AP because it increases the chances of experiencing test anxiety, which is in turn likely to impair performance on school examinations (Busato et al., 2000; Cattell & Kline, 1977; Chamorro-Premuzic & Furnham, 2003a, 2003b; Hembree, 1988; Lathey, 1991).”
BackgroundLowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A., & Janik, M. (2008) · Journal of Psychoeducational Assessment · doi:10.1177/0734282907303760 · Cited by 200
“The within-child variables shown on the left side of the test anxiety model, such as intelligence (e.g., Hembree, 1988), social–emotional functioning (e.g., Beidel & Turner, 1988), trait anxiety (e.g., McDonald, 2001), study skills and habits (e.g., Cassady, 2004), academic ability (e.g., Sub &…”
BackgroundInfluentialExplaining individual differences in scholastic behaviour and achievement
Petrides, K. V., Chamorro‐Premuzic, T., Frederickson, N. L., & Furnham, A. F. (2005) · British Journal of Educational Psychology · doi:10.1348/000709904x24735 · Cited by 145
“affect performance negatively (Hembree, 1988; Zeidner, 1995).”
BackgroundPerceived control and emotions: interactive effects on performance in achievement settings
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“Anxiety was included in our study as a reference point concerning previous research on the effects of anxiety on students’ performance (e.g., Hembree 1988; Zeidner 1998).”
ResultSchool-Related and Individual Predictors of Subjective Well-Being and Academic Achievement
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02631 · Cited by 179
“It is an important indicator of neuroticism, it has the highest association with SWB of all personality variables (e.g., Weiss et al., 2008), and it has substantial associations with academic achievement (e.g., Hembree, 1988; Zeidner, 1998; Steinmayr et al., 2016).”
BackgroundResultInfluentialA hierarchical conceptualization of enjoyment in students
Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. H. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.07.004 · Cited by 149
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“Further, the cognitive components of anxiety and worry can lead to poor academic performance (Hembree, 1988).”
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Students' Emotions, Physiological Reactions, and Coping in Academic Exams
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“There is cumulative knowledge today implying negative, though modest relations between test anxiety and academic achievement (cf. Hembree, 1988; Seipp and Schwarzer, 1991).”
BackgroundDo clusters of test anxiety and academic buoyancy differentially predict academic performance?
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Mediation of the Negative Effect of Red on Intellectual Performance
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“As noted above, worry is one of the central components of test anxiety (the cognitive component) and generally considered to be the component linked to, and indeed responsible for, the lower assessment performance reported in highly anxious students (eg, Hembree 1988 ; Seipp 1991 ; Keogh et al.”
ResultMindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom
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“Moreover, test anxiety is associated with lower academic performance at every educational level (Chapell et al., 2005; Hembree, 1988; Seipp, 1991) and can be viewed as a form of emotion dysregulation that contributes to increased worries and negative self-criticism (Cassady & Johnson, 2002; Cunha &…”
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Structural Components of Statistical Test Anxiety in Adults
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Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring
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“Last, we inspected the references of several review articles regarding anxiety and noncreative performance (e.g., Eysenck & Calvo, 1992; Hembree, 1988) or emotion and creative performance (e.”
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“According to Hembree (1988); Matthews (1986), and Zeidner (1995), at least three Neuroticism facetsFi.e., anxiety, angry, hostility, and depressionFare related to psychometric intelligence.”
BackgroundAn application of classification models to predict learner progression in tertiary education
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Keogh, E., Bond, F. W., & Flaxman, P. E. (2006) · Behaviour Research and Therapy · doi:10.1016/j.brat.2005.03.002 · Cited by 134
“Research indicates that individuals high in TA frequently experience performance decrements in evaluative situations, and that the cognitive component of TA (worry) contributes most to these deficiencies (Eysenck & Calvo, 1992; Hembree, 1988; Sarason, 1980, 1984, 1988; Wine, 1971).”
BackgroundThomas, C. L., Cassady, J. C., & Finch, W. H. (2017) · Journal of Psychoeducational Assessment · doi:10.1177/0734282916686004 · Cited by 154
“…manifestations of test anxiety have provided evidence suggesting that test-anxious learners often demonstrate bodily symptoms including dizziness, nausea, increased cortisol production, nervousness, and elevated heart rate within testing events (Daly, Chamberlain, & Spalding, 2011; Hembree, 1988).”
BackgroundCassady, J. C. (2004) · Applied Cognitive Psychology · doi:10.1002/acp.968 · Cited by 140
Personality and intelligence: A meta-analysis.
Anglim, J., Dunlop, P. D., Wee, S., Horwood, S., Wood, J. K., & Marty, A. (2022) · Psychological Bulletin · doi:10.1037/bul0000373 · Cited by 125
“Some researchers argue that neuroticism causes test anxiety which in turn leads observed intelligence scores to underestimate latent ability (Cassady & Johnson, 2002; Hembree, 1988).”
BackgroundMotivational skills & self-regulation for learning: A trait perspective
Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996) · Learning and Individual Differences · doi:10.1016/s1041-6080(96)90014-x · Cited by 139
Tulis, M., & Fulmer, S. M. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.06.003 · Cited by 147
Relationships between learning patterns and attitudes towards two assessment formats
Birenbaum, M., & Feldman, R. A. (1998) · Educational Research · doi:10.1080/0013188980400109 · Cited by 135
Educational Assessment in the 21st Century
Wyatt‐Smith, C., & Cumming, J. (2009) · Springer eBooks · doi:10.1007/978-1-4020-9964-9 · Cited by 140
Locus of Control, Test Anxiety, Academic Procrastination, and Achievement among College Students
Carden, R. L., Bryant, C., & Moss, R. (2004) · Psychological Reports · doi:10.2466/pr0.95.2.581-582 · Cited by 136
“While internality has been generally associated with lower test anxiety (2, 5 , 8) and higher achievement (4, 7), research on the relation between locus of control and academic procrastination has been somewhat mixed.”
BackgroundBrown, L. A., Forman, E. M., Herbert, J. D., Hoffman, K. L., Yuen, E. K., & Goetter, E. M. (2011) · Behavior Modification · doi:10.1177/0145445510390930 · Cited by 134
“However, meta-analyses suggest that the full CT package for test anxiety was no better (Hembree, 1988) or was less effective (Ergene, 2003) than behavioral-only treatments.”
Karim, M. N., Kaminsky, S. E., & Behrend, T. S. (2014) · Journal of Business and Psychology · doi:10.1007/s10869-014-9343-z · Cited by 129
“Specifically, females have been shown to have higher levels of test anxiety overall (Hembree 1988).”
BackgroundMcDonald, A. S. (2002) · Computers & Education · doi:10.1016/s0360-1315(02)00032-5 · Cited by 123
Psychological testing and psychological assessment: A review of evidence and issues.
Meyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., Eisman, E. J., Kubiszyn, T. W., & Reed, G. M. (2001) · American Psychologist · doi:10.1037//0003-066x.56.2.128 · Cited by 1,469
“Test anxiety scales and lower school grades (Hembree, 1988; reported effect is the average effect size for the course grade and GPA data from Hembree's Table 1.”
BackgroundDo 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 138
“The assessment task performance of highly test-anxious students is lower than their low test-anxious counterparts of equal ability (Hembree, 1988); it is an effect which is attributed to worrisome thoughts occupying or interfering with cognitive resources (Eysenck, Santos, Derekeshan, & Calvo,…”
BackgroundResultInfluentialO’Neil, H. F., Sugrue, B., & Baker, E. L. (1995) · Educational Assessment · doi:10.1207/s15326977ea0302_2 · Cited by 119
Personality Trait Correlates of Intelligence
Zeidner, M. (1995) · International Handbook of Personality and Intelligence · doi:10.1007/978-1-4757-5571-8_15 · Cited by 118
Galla, B. M., & Wood, J. J. (2011) · Personality and Individual Differences · doi:10.1016/j.paid.2011.09.012 · Cited by 146
Niemivirta, M. (2002) · PSYCHOLOGIA · doi:10.2117/psysoc.2002.250 · Cited by 121
Vierhaus, M., Lohaus, A., & Wild, E. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.11.002 · Cited by 117
Tremblay, P. F., Gardner, R. C., & Heipel, G. (2000) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/h0087099 · Cited by 125
Test anxiety inventory: 30 years later
Szafranski, D. D., Fletcher, T. L., & Norton, P. J. (2012) · Anxiety Stress & Coping · doi:10.1080/10615806.2012.663490 · Cited by 117
“Research suggests that females have significantly higher levels of test anxiety across a variety of grade levels including, high school (Hembree, 1988), college (Chapell et al., 2005), and graduate school (Hojat, Glaser, Xu, Veloski, & Christian, 1999).”
BackgroundThe Effects of Online Formative and Summative Assessment on Test Anxiety and Performance
Cassady, J. C., & Gridley, B. E. (2005) · The Journal of Technology, Learning and Assessment (Boston College) · Cited by 115
Student Anxiety and Attitudes in Business Statistics
Zanakis, S. H., & Valenzi, E. R. (1997) · Journal of Education for Business · doi:10.1080/08832329709601608 · Cited by 116
King, R. B., & Gaerlan, M. J. M. (2013) · European Journal of Psychology of Education · doi:10.1007/s10212-013-0188-z · Cited by 144
“2004) There is also a huge literature on anxiety in educational settings which has shown that this emotion lowers academic achievement, impairs performance on complex tasks, and harms students’ psychological well-being and physical health (Hembree 1988; Zeidner 1998, 2007).”
BackgroundMcCann, E. J., & Garcia, T. (1999) · Learning and Individual Differences · doi:10.1016/s1041-6080(99)80003-x · Cited by 113
“In addition to cognitive and contextual factors, a wide range of emotions such as anticipation, hopelessness, enjoyment, boredom, pride, and disappointment, are proposed to influence both motivational and volitional processes by inhibiting or promoting successful goal outcomes (Hembree, 1988; Pekrun, 1992; Volet, 1997…”
BackgroundTreating technophobia: A longitudinal evaluation of the computerphobia reduction program
Rosen, L. D., Sears, D. C., & Weil, M. M. (1993) · Computers in Human Behavior · doi:10.1016/0747-5632(93)90019-o · Cited by 113
Psychological co-morbidity in children with specific learning disorders
Padhy, S. K., Sahoo, M. K., & Biswas, H. (2015) · Journal of Family Medicine and Primary Care · doi:10.4103/2249-4863.152243 · Cited by 129
“Age differences in test anxiety have been noted in the literature,[53] but the age differences reported have been at the total test anxiety level.”
BackgroundIndividual differences in trait motivation: development of the Motivational Trait Questionnaire
Heggestad, E. D., & Kanfer, R. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00049-5 · Cited by 116
Test anxiety, evaluative stress, and susceptibility to distraction from threat
Keogh, E., & French, C. C. (2001) · European Journal of Personality · doi:10.1002/per.400 · Cited by 111
Tertiary student attitudes to invigilated, online summative examinations
James, R. (2016) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-016-0015-0 · Cited by 120
Personality and Intelligence Interact in the Prediction of Academic Achievement
Bergold, S., & Steinmayr, R. (2018) · Journal of Intelligence · doi:10.3390/jintelligence6020027 · Cited by 117
“How can it be explained that N seems to work differently for students with different ability levels? The most often negative correlation found between N and academic achievement is usually explained by performance anxiety and its negative effects on performance [8,65].”
BackgroundEmotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation
Elliot, A. J., & Pekrun, R. H. (2007) · Elsevier eBooks · doi:10.1016/b978-012372545-5/50005-8 · Cited by 109
Can personality factors predict intelligence?
Moutafi, J., Furnham, A. F., & Paltiel, L. (2004) · Personality and Individual Differences · doi:10.1016/j.paid.2004.06.023 · Cited by 117
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
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