Beliefs and the subjective meaning of thoughts: Analysis of the role of self-statements in academic test performance

1986 ◽  
Vol 10 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Monroe A. Bruch ◽  
Nadine G. Kaflowitz ◽  
Maria Kuethe
Keyword(s):  
Test Performance ◽  
Subjective Meaning ◽  
Academic Test

Race of test administrator and intellectual test performance: The role of test characterization

2003 ◽  
Author(s):  
Henry A. Danso ◽  
Jennifer Crocker ◽  
James S. Jackson ◽  
Daryl Wout
Keyword(s):  
Test Performance ◽  
Test Administrator

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

scholarly journals The Role of Self- and Informant-Reports on Symptoms and Impairments in the Clinical Evaluation of Adult ADHD

2021 ◽  
Vol 13 (8) ◽  
pp. 4564
Author(s):  
Nana Guo ◽  
Anselm B. M. Fuermaier ◽  
Janneke Koerts ◽  
Bernhard W. Mueller ◽  
Christian Mette ◽  
...  
Keyword(s):  
Clinical Evaluation ◽  
Test Performance ◽  
Adult Adhd ◽  
Comparison Group ◽  
Neuropsychological Test ◽  
Neuropsychological Testing ◽  
Adhd Group ◽  
Adhd Symptoms ◽  
Clinical Comparison

Little is known about which clinical features may aid the differentiation between attention deficit hyperactivity disorder (ADHD) and other clinical conditions. This study seeks to determine the role of self- and informant reports on symptoms and impairments in the clinical evaluation of adult ADHD and explore their association with objective neuropsychological test performance by examining data of 169 outpatients referred for a diagnostic evaluation of adult ADHD. Participants were assigned either to an ADHD group (ADHD, n = 73) or one of two clinical comparison groups, depending on whether they show indications (Clinical Comparison Group, CCG, n = 53) or no indications (Clinical Comparison Group—Not Diagnosed, CCG-ND, n = 43) of psychiatric disorders other than ADHD. All participants and their informants completed a set of questionnaires. Compared to the CCG-ND, the ADHD group obtained significantly higher scores on ADHD symptoms, impulsivity, cognitive deficits, and anxiety. Compared to the CCG, the ADHD group scored significantly higher on ADHD symptoms but lower on depression. Further regression analyses revealed that self- and informant reports failed to predict neuropsychological test performance. Self- and informant reported information may be distinct features and do not correspond to results of objective neuropsychological testing.

When does anxiety help or hinder cognitive test performance? The role of working memory capacity

2012 ◽  
Vol 105 (1) ◽  
pp. 92-101 ◽  
Author(s):  
Matthew Owens ◽  
Jim Stevenson ◽  
Julie A. Hadwin ◽  
Roger Norgate
Keyword(s):  
Working Memory ◽  
Test Performance ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Cognitive Test ◽  
Cognitive Test Performance

scholarly journals Carbohydrate Mouth Rinse Mitigates Mental Fatigue Effects on Maximal Incremental Test Performance, but Not in Cortical Alterations

2020 ◽  
Vol 10 (8) ◽  
pp. 493 ◽  
Author(s):  
Cayque Brietzke ◽  
Paulo Estevão Franco-Alvarenga ◽  
Raul Canestri ◽  
Márcio Fagundes Goethel ◽  
Ítalo Vínicius ◽  
...  
Keyword(s):  
Motor Cortex ◽  
Exercise Performance ◽  
Test Performance ◽  
Time Trial ◽  
Mental Fatigue ◽  
Mouth Rinse ◽  
Incremental Test ◽  
Mouth Rinses ◽  
Spontaneous Behavior

Detrimental mental fatigue effects on exercise performance have been documented in constant workload and time trial exercises, but effects on a maximal incremental test (MIT) remain poorly investigated. Mental fatigue-reduced exercise performance is related to an increased effort sensation, likely due to a reduced prefrontal cortex (PFC) activation and inhibited spontaneous behavior. Interestingly, only a few studies verified if centrally active compounds may mitigate such effects. For example, carbohydrate (CHO) mouth rinse potentiates exercise performance and reduces effort sensation, likely through its effects on PFC activation. However, it is unknown if this centrally mediated effect of CHO mouth rinse may mitigate mental fatigue-reduced exercise performance. After a proof-of-principle study, showing a mental fatigue-reduced MIT performance, we observed that CHO mouth rinse mitigated MIT performance reductions in mentally fatigued cyclists, regardless of PFC alterations. When compared to placebo, mentally fatigued cyclists improved MIT performance by 2.24–2.33% when rinsing their mouth with CHO during MIT. However, PFC and motor cortex activation during MIT in both CHO and placebo mouth rinses were greater than in mental fatigue. Results showed that CHO mouth rinse mitigated the mental fatigue-reduced MIT performance, but challenged the role of CHO mouth rinse on PFC and motor cortex activation.

THE ROLE OF PROCEDURAL LEARNING ABILITY IN AUTOMATIZATION OF L2 MORPHOLOGY UNDER DIFFERENT LEARNING SCHEDULES

2017 ◽  
Vol 40 (4) ◽  
pp. 923-937 ◽  
Author(s):  
Yuichi Suzuki
Keyword(s):  
Reaction Time ◽  
Test Performance ◽  
Procedural Learning ◽  
Learning Ability ◽  
Production Test ◽  
Short Spacing ◽  
Oral Production ◽  
Learning Conditions ◽  
Two Measures

AbstractThis paper reports on the reanalysis of Suzuki’s (2017) experiment and investigated the extent to which learning schedules influence automatization of second language (L2) morphology. Sixty participants were separated into two groups, which studied morphological rules for oral production under short-spacing (3.3-day intervals) and long-spacing learning conditions (7-day intervals). Their oral production test performance resulted in two measures of automatization: reaction time (RT) as an index of speedup and coefficient of variance (CV) as an index of stability/restructuring. The results showed that, while RT of both groups declined significantly after the training, the 3.3-day group exhibited greater propensity for restructuring than the 7-day group. Furthermore, procedural learning ability measured by the Tower of London task was significantly associated with RT, but not with CV, in the 3.3-day group only. These findings suggest that learning schedules and procedural learning ability influence different stages of automatization of L2 morphological learning.

Community, Class, and Kinship—Bases for Collective Action within Localities

1984 ◽  
Vol 2 (2) ◽  
pp. 201-215 ◽  
Author(s):  
R R Hall ◽  
D C Thorns ◽  
W E Willmott
Keyword(s):  
Collective Action ◽  
Social Structure ◽  
Rural Community ◽  
Community Studies ◽  
Property Ownership ◽  
Subjective Meaning ◽  
The Relationship

The relationship between community and class has largely been neglected. In this paper, this relationship is focused upon, and a model is developed which allows the identification of significant aspects of locality and class relationships. The model identifies three sets of relationships, those based on propinquity, those based on property, and those based on kinship, and argues that the basis of communion within a locality can be found within any one of these three main sets of relationships. The research which stimulated this paper started with a focus upon the relationship between space and class as expressed in the pattern of landownership. Working from this beginning point, the analysis moves to examine the nature of boundaries and the structure of local organisations which constitute ‘latent’ community. A further dimension, which was pivotal in many traditional rural community studies, is then explored, namely kinship. For each of these three sets of relationships, it is possible to identify objective patterns based upon boundaries and upon local organisation, property ownership, and kin connections. The process by which these objective relationships acquire subjective meaning is similar in each of the three cases. The possibility both of contradiction and of reinforcement therefore exists in the development of communion within localities. The conditions under which propinquity produces community through the development of subjective consciousness are then explored. In the conclusions a number of issues are highlighted which are brought into focus by this approach. These are the interconnections of community and class, the relationship between transience and social structure, and between male mateship and egalitarianism, the role of gender within communities, and, finally, the relationship between localities and the wider society.

The Role of Motivation in Test Performance and Remediation

1971 ◽  
Vol 4 (8) ◽  
pp. 426-428 ◽  
Author(s):  
Edward S. Kubany ◽  
Barbara B. Sloggett
Keyword(s):  
Test Performance
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