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Coping and academic problem-solving ability in test anxiety.

K R Blankstein1, G L Flett, M S Watson

  • 1Erindale College, University of Toronto.

Journal of Clinical Psychology
|January 1, 1992
PubMed
Summary
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Students experiencing test anxiety often use emotion-focused coping strategies and perceive lower academic problem-solving abilities. These factors significantly predict test anxiety levels, suggesting a need for broader intervention models.

Area of Science:

  • Psychology
  • Educational Psychology
  • Cognitive Behavioral Science

Background:

  • Test anxiety is a prevalent issue affecting academic performance.
  • Existing models may not fully capture the interplay between coping mechanisms and self-perceived problem-solving skills.

Purpose of the Study:

  • To investigate the relationship between coping tendencies, problem-solving ability, and test anxiety.
  • To determine the predictive power of coping and problem-solving on test anxiety.

Main Methods:

  • 125 students completed self-report measures including the revised Ways of Coping Questionnaire and the Academic Problem-Solving Inventory.
  • Correlational and regression analyses were employed to examine associations and predictive relationships.

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Main Results:

  • Emotion-focused coping strategies (avoidant, confrontive) were positively correlated with test anxiety.
  • Students with higher test anxiety reported lower perceived academic problem-solving abilities.
  • Coping tendencies and perceived problem-solving ability uniquely predicted test anxiety.

Conclusions:

  • Test anxiety is influenced by both coping styles and self-efficacy in problem-solving.
  • A multidimensional model incorporating coping processes and self-evaluations is necessary for a comprehensive understanding of test anxiety.