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Effects of Test Anxiety on Self-Testing and Learning Performance.

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Title: Effects of Test Anxiety on Self-Testing and Learning Performance.
Authors: Liu, Shaohang (AUTHOR), Zhao, Wenbo (AUTHOR), Shanks, David R. (AUTHOR), Hu, Xiao (AUTHOR), Luo, Liang (AUTHOR), Yang, Chunliang (AUTHOR)
Source: Educational Psychology Review. Jun2024, Vol. 36 Issue 2, p1-38. 38p.
Abstract: Practice testing (i.e., practice retrieval) has been established as an effective learning strategy. Uncovering potential factors influencing self-testing usage is a prerequisite to promote its practical use. The present study reports five experiments exploring whether test anxiety (TA) and test stake (1) affect self-testing usage (Experiments 1–5) and (2) influence learning performance through their negative effects on self-testing usage (Experiments 1, 4, and 5). Experiment 1 analyzed data from 459 high school students collected via a survey and found both that TA negatively predicted students’ daily use of self-testing and that self-testing usage mediated the negative association between TA and academic performance. The negative association between TA and self-testing usage was further replicated in a laboratory experiment (Experiment 2). Another quasi-experiment (Experiment 3) showed that students were less likely to test themselves when preparing for a high-stake than a low-stake exam. Experiment 4 replicated this finding and additionally demonstrated that a high-stake test led to poorer learning via its negative influence on self-testing usage. Experiment 5 demonstrated that a high-stake test provoked high state anxiety, which then induced avoidance of self-testing and ultimately impaired learning. Overall, these findings demonstrate a negative effect of TA on self-testing usage, in turn leading to poor learning. Practical implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of Test Anxiety on Self-Testing and Learning Performance.
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Shaohang%22">Liu, Shaohang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhao%2C+Wenbo%22">Zhao, Wenbo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shanks%2C+David+R%2E%22">Shanks, David R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hu%2C+Xiao%22">Hu, Xiao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Luo%2C+Liang%22">Luo, Liang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Chunliang%22">Yang, Chunliang</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Jun2024, Vol. 36 Issue 2, p1-38. 38p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Practice testing (i.e., practice retrieval) has been established as an effective learning strategy. Uncovering potential factors influencing self-testing usage is a prerequisite to promote its practical use. The present study reports five experiments exploring whether test anxiety (TA) and test stake (1) affect self-testing usage (Experiments 1–5) and (2) influence learning performance through their negative effects on self-testing usage (Experiments 1, 4, and 5). Experiment 1 analyzed data from 459 high school students collected via a survey and found both that TA negatively predicted students’ daily use of self-testing and that self-testing usage mediated the negative association between TA and academic performance. The negative association between TA and self-testing usage was further replicated in a laboratory experiment (Experiment 2). Another quasi-experiment (Experiment 3) showed that students were less likely to test themselves when preparing for a high-stake than a low-stake exam. Experiment 4 replicated this finding and additionally demonstrated that a high-stake test led to poorer learning via its negative influence on self-testing usage. Experiment 5 demonstrated that a high-stake test provoked high state anxiety, which then induced avoidance of self-testing and ultimately impaired learning. Overall, these findings demonstrate a negative effect of TA on self-testing usage, in turn leading to poor learning. Practical implications are discussed. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2024
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