Abstract

Test-taking anxiety has both positive and negative effects on academic performance. Low test-taking anxiety can increase attention and critical thinking, which can enhance academic performance. However, high test-taking anxiety proves to be debilitating to memory and attention, leading to a fear-of-failure and self-preoccupying thoughts, which diminishes academic performance. In combination with test-taking anxiety, motivation and achievement goal orientation exhibited by an individual influences achievement on tasks within academic settings. This study examines how common test-taking anxieties and the administration of a competence threat affects academic performance on a fraction assessment. Participants were asked to complete a set of fractions and to evaluate their own motivations and achievement goals in an academic setting. From the responses, participants were placed into groups based upon their test-taking anxiety level, motivation type, and achievement goal orientation. Results show that when administered a competence threat, individuals tended to be less accurate on the fractions assessment. The results illustrate that individuals who have extreme low test-taking anxiety were less accurate on the fraction assessment compared to those with extreme high test-taking anxiety. Motivation and achievement goal orientation did not affect accuracy on the fraction assessment. Ultimately, this study concludes differing levels of test-taking anxiety truly do have an effect on academic performance, but not in the way that some may anticipate.

Advisor

Abraham, Ashley

Department

Neuroscience

Disciplines

Social and Behavioral Sciences

Keywords

test-taking anxiety, motivation, achievement goal orientation, fractions, metacognition

Publication Date

2021

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2021 Megan R. Gronau