Performance-evaluation threat does not adversely affect verbal working memory in high test-anxious persons

Putwain, Dave W, Shah, Jawad and Lewis, Rebecca (2014) Performance-evaluation threat does not adversely affect verbal working memory in high test-anxious persons. Journal of Cognitive Education and Psychology, 13 (1). pp. 120-136. ISSN 1810-7621 DOI https://doi.org/10.1891/1945-8959.13.1.120

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Abstract

In two studies, we set out to examine whether the verbal working memory of high and low test-anxious students differed under performance-evaluative threat. In Study 1, 84 schoolchildren completed a backward digit span task under threat or no-threat conditions. In Study 2, 71 schoolchildren completed a backward digit span task in both threat and no-threat conditions. Results showed that the verbal working memory capacity of highly test-anxious students in Study 1 did not change under low or high threat conditions. In Study 2, the verbal working memory capacity of highly test-anxious students decreased under performance-evaluative threat when this condition was taken first but increased when this condition was taken second. To account for the effects of performance-evaluative threat, it is necessary to consider how increased effortful control may compensate for anxiety-induced reduced efficiency when tasks are not timed.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Education
Psychology
Date Deposited: 25 Feb 2014 15:59
URI: http://repository.edgehill.ac.uk/id/eprint/5986

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