The idea that test anxiety hurts performance is deeply ingrained in American culture and schools. However, researchers have found that it is actually worry about performance and anxiety--not bodily feelings of anxiety (emotionality)--that impairs performance. Drawing on this insight, anxiety reappraisal interventions encourage the view that…

We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a…

The impact of test anxiety on test performance and the cognitive appraisals of test-anxious students were explored. The pattern of students' anxiety and appraisals suggests that test-anxious students experience most doubt and concern in the term. (Author/LMO)

The common negative relationship between the Test Anxiety Scale for Children (TASC) and the Lie Scale for Children (LSC) was examined using previous data. Defensiveness (measured by the LSC) was more related to later test anxiety than anxiety was to defensiveness, indicating causal effects of defensiveness on anxiety. (Author/GDC)

Three conditions for administering creativity tests by Torrance and by Wallach and Kogan were compared: (1) untimed, gamelike; (2) conventional testlike; and (3) administration of measures under testlike conditions on two adjacent days, using the second testing as the predictor. The conventional testlike condition seems optimal. (Author/CP)