Abstract :
This study tested the hypothesized negative impact of cognitive test anxiety in the test preparation, performance, and reflection phases. Data available from the participants (n = 124) included test anxiety, study skills, perceived threat of tests, and performance attributions. Preparation phase data revealed, compared to their counterparts, that students with high-cognitive test anxiety reported lower study skills (d = 0.83), rated tests as more threatening (d = 1.18), and prepared less effective test notes. Performance phase effects revealed that the high-anxiety group performed worse on tests (d = 0.96) and reported higher levels of emotionality (d = 1.42). Test reflection phase reports demonstrated a relationship between cognitive test anxiety and helplessness attributions. The results are interpreted through a process model, proposing that cognitive test anxiety is associated with detrimental perceptions and behaviors in all phases of the learning–testing cycle.
