Interference and lack of confidence, but not worry or arousal, explain unique variance in university students' standardized test performance¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In multiple regressions, interference and lack of confidence explained unique variance in performance across intelligence, arithmetic fact retrieval, arithmetic procedures, and higher-order mathematics tests, while worry and arousal did not. → 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 · r3

Multiple linear regression study of 730 university students who completed the PAF and a battery of standardized tests (BIS-T, AF-T, M-PA). The article reports "worry did not remain significantly related to any performance measure" while interference and lack of confidence explained unique variance; test anxiety accounted for 2 to 5% of variance (e.g., R2adj = .046 for facts).

"Surprisingly, worry did not remain significantly related to any performance measure. Interference and lack of confidence, instead, explained unique variance in performance across tests. Taken together, test anxiety accounted for 2 to 5% of the variance in students' test performance."

Discussion¶

Related Claims¶

• Arousal showed a positive relationship with final high school mathematics grade when controlling for the other test anxiety facets — reports the opposite
• Interference and lack of confidence correlated negatively with all performance measures, whereas worry and arousal showed selective, weaker bivariate correlations — 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 — possibly the same claim (merge candidate)
• 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
• No evidence for a curvilinear relationship between arousal and test performance — related