Arousal showed a positive relationship with final high school mathematics grade when controlling for the other test anxiety facets¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In the ordinal regression on mathematics grade, arousal was positively related to grade while worry did not explain unique variance. → Schillinger 2021

Evidence¶

Schillinger 2021¶

Schillinger, F. L., Mosbacher, J. A., Brunner, C., Vogel, S. E., & Grabner, R. H. (2021). Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09601-0

q3 · i? · associational · r2

Ordinal regression predicting self-reported final high school mathematics grade from the four PAF facets (710 students reported a grade; the three reporting the lowest grade were excluded from analyses involving grades); arousal estimate E = 0.06, z = 2.92, p = .003; test anxiety accounted for approximately 2% of variance (R2McFadden = 0.02).

"Students reporting higher arousal in test situations received a better grade in mathematics than students reporting lower arousal when controlling for the other facets of test anxiety. Again, worry did not explain unique variance in students' mathematics grade."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Worry did not explain unique variance in students' test performance or mathematics grade, challenging the worry-based explanation of the test anxiety-performance link — related
• Interference and lack of confidence, but not worry or arousal, explain unique variance in university students' standardized test performance — reports the opposite
• No evidence for a curvilinear relationship between arousal and test performance — related
• The present results replicate Donati et al.'s (2019) finding that interference and lack of confidence, but not worry, relate to arithmetic test performance, extending it to unique variance and domain-general intelligence — related
• Interference and lack of confidence correlated negatively with all performance measures, whereas worry and arousal showed selective, weaker bivariate correlations — related