Reduce anxiety first when multiple achievement emotions co-occur¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that when multiple emotions are considered simultaneously in achievement settings, "it may be more important to focus on reducing anxiety in the first instance than to attempt to reduce boredom and foster enjoyment", because anxiety showed the strongest unique relations with performance. The Educational Impact statement suggests reducing anxiety through "fostering their adaptive responses to failure and increasing perceptions of control".

Design Implications¶

Context¶

Requirements¶

• Requires identifying students experiencing anxiety in achievement settings

Constraints¶

• The recommendation derives from a low-stakes testing context with primary school students in mathematics

Target Learners¶

• primary school students

Target Learning Goals¶

• mathematics achievement
• reducing test anxiety

Claims¶

• When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement [+W]
• Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously [+W]

Related Strategies¶

• Develop academic buoyancy to benefit achievement of students with mild anxiety

Examples¶

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Key Sources¶

• Putwain, D. W., Wood, P., & Pekrun, R. (2021). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. https://doi.org/10.1037/edu0000637