scholarly journals A Multicenter Study Assessing Effect of Cognitive Test Anxiety on Academic Performance and Standardized Assessments

2020 ◽  
pp. ajpe8041
Author(s):  
Adam N. Pate ◽  
Stephen Neely ◽  
Daniel R. Malcom ◽  
Kimberly K. Daugherty ◽  
Michelle Zagar ◽  
...  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multicenter Study ◽  
Standardized Assessments ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sreeparna Kar ◽  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Cognitive Test ◽  
Self Evaluation ◽  
Mediating Role ◽  
Analysis Process ◽  
Cognitive Test Anxiety ◽  
Core Self

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

Cognitive Test Anxiety and Academic Performance

2002 ◽  
Vol 27 (2) ◽  
pp. 270-295 ◽  
Author(s):  
Jerrell C. Cassady ◽  
Ronald E. Johnson
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals “‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”

2015 ◽  
Vol 36 (10) ◽  
pp. 1807-1825 ◽  
Author(s):  
David W. Putwain ◽  
Anthony L. Daly ◽  
Suzanne Chamberlain ◽  
Shireen Sadreddini
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
And Coping

Identifying the Intersection of Self-Regulation and Cognitive Test Anxiety

2013 ◽  
Author(s):  
Megan W. Blankenship ◽  
Jerrell C. Cassady ◽  
Eric E. Pierson ◽  
Michael Starling
Keyword(s):  
Test Anxiety ◽  
Self Regulation ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

Influence of Cognitive Test Anxiety and Emotional Intelligence on Test Perception and Coping

2013 ◽  
Author(s):  
Kaitlin B. Cowan ◽  
Julianne M. Edwards ◽  
Jerrell C. Cassady ◽  
Jocelyn Bolin
Keyword(s):  
Emotional Intelligence ◽  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
And Coping

Overcoming the methods effect in assessing cognitive test anxiety

2011 ◽  
Author(s):  
Setlhomo Keaikitse ◽  
Holmes Finch ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Validation of the Turkish Version of the Cognitive Test Anxiety Scale–Revised

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401666954 ◽  
Author(s):  
Sati Bozkurt ◽  
Gizem B. Ekitli ◽  
Christopher L. Thomas ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Turkish Version ◽  
Consistency Test ◽  
Confirmatory Factor Analyses ◽  
Cognitive Test Anxiety ◽  
Confirmatory Factor ◽  
And Gender ◽  
Test Retest Reliability

The current study explored the psychometric properties of the newly designed Turkish version of the Cognitive Test Anxiety Scale–Revised (CTAR). Results of an exploratory factor analysis revealed an unidimensional structure consistent with the conceptualized nature of cognitive test anxiety and previous examinations of the English version of the CTAR. Examination of the factor loadings revealed two items that were weakly related to the test anxiety construct and as such were prime candidates for removal. Confirmatory factor analyses were conducted to compare model fit for the 25- and 23-item version of the measure. Results indicated that the 23-item version of the measure provided a better fit to the data which support the removal of the problematic items in the Turkish version of the CTAR. Additional analyses demonstrated the internal consistency, test–retest reliability, concurrent validity, and gender equivalence for responses offered on the Turkish version of the measure. Results of the analysis revealed a 23-item Turkish version of the T-CTAR is a valid and reliable measure of cognitive test anxiety for use among Turkish students.

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