Trait test anxiety predicts performance-based goals, and in a path model state anxiety and worry, but not emotionality, link performance-avoidance goals to lower exam performance¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2023 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Trait test anxiety positively predicted performance-avoidance and performance-approach goals, which negatively and positively predicted exam performance respectively, with state anxiety and worry (but not emotionality) negatively predicting exam performance. → Andrew J. Elliot · Nicolas Sommet 2023

Evidence¶

Andrew J. Elliot · Nicolas Sommet 2023¶

Andrew J. Elliot · Nicolas Sommet. (2023). Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09785-7

q3 · i? · review · r2

The review reports Elliot and McGregor's (1999) undergraduate study measuring trait test anxiety at semester start, goals two weeks before an exam, and state anxiety, worry, and emotionality immediately after the exam. 'The indirect path model from trait anxiety to goals to achievement fits the data well.' State anxiety and worry, but not emotionality, negatively predicted exam performance. These are predictive paths from a non-experimental study, so they cannot show that the goals cause the exam results.

"Performance-avoidance goals were a positive predictor of state anxiety, worry, and emotionality, performance-approach goals were a positive predictor of emotionality, and (not predicted) mastery-approach goals were a negative predictor of worry"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Implicit theories of ability predict achievement goals, with performance goals mediating or suppressing entity theory effects on math performance — related
• Non-competence-based constructs including temperaments, attachment, and socioeconomic variables predict or moderate achievement goals — related
• Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals — a broader claim this one bears on
• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — related
• An emotion-control strategy is expected to lower state anxiety early in training, with a stronger negative relationship for trainees high in trait anxiety — related
• Higher trait depression, anxiety, and negative emotionality are associated with setting higher baseline goals (Study 1) — related