@article{ref1,
title="Anxiety, fear of failure, and achievement: Two path-analytical models",
journal="Anxiety research",
year="1989",
author="Hodapp, Volker",
volume="1",
number="4",
pages="301-312",
abstract="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.<p />",
language="",
issn="0891-7779",
doi="10.1080/08917778908248727",
url="http://dx.doi.org/10.1080/08917778908248727"
}