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"'Sink or Swim': Buoyancy and Coping in the Cognitive Test Anxiety--Academic Performance Relationship"
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Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen – Educational Psychology, 2016
This study explores the relationship between students' self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised…
Descriptors: Coping, Test Anxiety, Secondary School Students, Foreign Countries
Academically Buoyant Students Are Less Anxious about and Perform Better in High-Stakes Examinations
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Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen – British Journal of Educational Psychology, 2015
Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…
Descriptors: High Stakes Tests, Secondary School Students, Test Anxiety, Scores
Reducing Test Anxiety among School-Aged Adolescents: A Field Experiment
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Putwain, Dave; Chamberlain, Suzanne; Daly, Anthony L.; Sadreddini, Shireen – Educational Psychology in Practice, 2014
This paper evaluates the effectiveness of a multimodal and information technology (IT)-delivered intervention for test anxiety. Participants were randomly allocated to an intervention or waiting list group. Test anxiety was measured pre- and post-intervention and academic buoyancy, a construct that refers to students' capacity to withstand…
Descriptors: Test Anxiety, Intervention, Information Technology, Executive Function
Test Anxiety Prevalence and Gender Differences in a Sample of English Secondary School Students
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Putwain, Dave; Daly, Anthony L. – Educational Studies, 2014
The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported…
Descriptors: Test Anxiety, Incidence, Gender Differences, Secondary School Students