Citation

Hodapp V. Anxiety Research 1989; 1(4): 301-312.

Copyright

(Copyright © 1989, Informa - Taylor and Francis Group)

DOI

10.1080/08917778908248727

PMID

unavailable

Abstract

Despite remarkable progress in the elaboration and assessment of test anxiety, the mechanism of the anxiety-performance relationship remains obscure. Most studies conducted in school settings were correlational, thus demonstrating associations rather than true dependencies. By integrating research on test anxiety and achievement motivation, a mutual influence of anxiety and performance is postulated. Written test performance, test anxiety, and fear of failure were assessed amongst a group of 91 (7th grade) grammar school pupils and 134 (equivalent graded) comprehensive school pupils. Fear of failure consisted of self-evaluation, self-concept, level of aspiration, and attributions. The causal models reveal that attributions, self-evalutation, and self-concept exhibit a mediating role between performance and test anxiety, and fear of failure constitutes a feedback loop from academic achievement to anxiety. The results support the conception of the anxiety-achievement relationship as an interdependent system.