Is the relationship between competence beliefs and test anxiety influenced by goal orientation?

D. Putwain, R. Daniels

Research output: Contribution to journalArticle

54 Citations (Scopus)

Abstract

The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils.
Original languageEnglish
Pages (from-to)8-13
JournalLearning and Individual Differences
Volume20
Issue number1
DOIs
Publication statusPublished - Feb 2010

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