Academic Buoyancy: Overcoming Test Anxiety and Setbacks
Abstract
:1. Defining Test Anxiety
The Harmful Effects of Test Anxiety
2. Academic Buoyancy: Overcoming Test Anxiety and Setbacks
2.1. Defining Academic Buoyancy
2.2. The Beneficial Effects of Academic Buoyancy
3. Test Anxiety and Academic Buoyancy
3.1. Systems Included in the S-REF Model
3.2. Academic Buoyancy and S-REF Model
4. Future Research Directions
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
1 | Items referred specifically to a threat appraisal (see Blascovich 2008; Folkman et al. 1985). |
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Study | Sample | Cut-Point | Findings |
---|---|---|---|
Beidel and Turner (1988) | 3rd to 6th Grade | Test Anxiety Scale for Children (TASC) scores of ≥12 for boys and ≥16 for girls (HTA) and <7 or boys and <10 for girls (NTA) | HTA students met DSM-III criteria for social phobia (social anxiety disorder in DSM-5), overanxious disorder, specific phobia, or separation anxiety. |
Beidel et al. (1994) | Mean ages of 10 (white sample) and 10.3 (African American sample) years | TASC scores of ≥12 for boys and ≥16 for girls (HTA) and <7 for boys and <10 for girls (NTA) | HTA students met DSM-III-R criteria for social phobia, overanxious disorder, or simple phobia. |
King et al. (1995) | Grades 9 and 10 | 5th (NTA) and 95th (HTA) percentiles of TASC scores | HTA students reported higher scores on the Revised Children Manifest Anxiety Scale (RCMAS; ds = 0.90 to 1.67) than NTA students, and met DSM-III-R criteria for social phobia, simple phobia, and generalized anxiety disorder |
Warren et al. (1996) | Grades 4, 6, and 10 | 33rd (NTA) and 66th (HTA) percentiles of Test Anxiety Inventory (TAI) scores | HTA students reported higher scores on the RCMAS (ds = 0.72 to 2.67) than NTA students. |
Weems et al. (2010) | Grades 4 to 8 | TASC scores of ≥8 (HTA) and <8 (NTA) | HTA students reported higher scores on the Revised Child Anxiety and Depression Scales (RCADS; ds = 0.71 to 0.95) than NTA students. |
Herzer et al. (2014) | Mean ages of 25.3 (clinical sample) and 24.2 (control sample) years | German TAI score of ≥80 | A German TAI score of ≥80 correctly identified 93.6% of the clinical sample (DSM-IV-TR diagnosis of specific phobia, social phobia, or depression). |
von der Embse et al. (2021) | Years 10 to 13 | Multidimensional Test Anxiety Scale (MTAS) scores of ≥58/60 (HTA) | Receiver operating characteristic curve analyses showed MTAS score of 58 met RCADS clinical threshold for generalised anxiety disorder and 60 met RCADS clinical threshold for panic disorder |
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Putwain, D.W.; Jansen in de Wal, J.; van Alphen, T. Academic Buoyancy: Overcoming Test Anxiety and Setbacks. J. Intell. 2023, 11, 42. https://doi.org/10.3390/jintelligence11030042
Putwain DW, Jansen in de Wal J, van Alphen T. Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence. 2023; 11(3):42. https://doi.org/10.3390/jintelligence11030042
Chicago/Turabian StylePutwain, David William, Joost Jansen in de Wal, and Thijmen van Alphen. 2023. "Academic Buoyancy: Overcoming Test Anxiety and Setbacks" Journal of Intelligence 11, no. 3: 42. https://doi.org/10.3390/jintelligence11030042