Page 10 - JCBP-3-2

Journal of Clinical and
Basic Psychosomatics Theoretical models for test anxiety

dimensions of perfectionism did not significantly predict Jerrim extended this awareness by exploring the impact
future test anxiety beyond baseline levels. This result of test anxiety on student performance across different
evokes questions about whether perfectionism truly drives cultural contexts. He found that test anxiety can manifest
the development of test anxiety or whether the observed in different ways internationally; however, its negative
correlations could occur because of overlapping constructs impact on academic performance is generally consistent.
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or other underlying factors. Thus, Stricker et al.’s study Silaj et al. also highlighted the impact of test anxiety
highlights the need for more nuanced investigations on cognitive functioning, revealing that anxiety can
to disentangle the temporal and causal aspects of this undermine students’ metacognitive strategies and further
relationship. compromise their academic performance. In addition,
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psychological issues such as attention-deficit hyperactivity
4.2.3. Metacognitive beliefs disorder can exacerbate test anxiety and complicate the
Fergus et al.’s study offers significant insights into relationship between test anxiety and academic outcomes. 26
the relationship between metacognitive beliefs and
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adolescent mental health. They revealed that negative 5. Assessment methods
metacognitive beliefs are significantly associated with Test anxiety is a prevalent issue in academic settings and
varied dimensions of test anxiety in middle-school has been extensively studied. As a result, various scales
students. In particular, metacognitive beliefs related to have been developed to accurately measure its multifaceted
the uncontrollability and risks of worrying are associated nature. These different scales emphasize distinct aspects of
with dimensions of test anxiety such as cognitive, test anxiety; thus, assessments may vary depending on the
autonomic, and behavioral responses. These findings utilized instruments and it is essential to analyze their focal
highlight the crucial role of negative metacognitive views points and limitations. Table 1 displays the dimensions
in explaining test anxiety and imply that such beliefs and characteristics of the most employed tools, of which
should be a key focus in the design of psychological Spielberger’s test anxiety inventory (TAI) remains one of
interventions for adolescents. the most widely recognized. This instrument is designed
Other research initiatives have expanded upon these to assess the worry and emotionality dimensions of
findings, indicating that negative metacognitive beliefs are test anxiety. However, TAI presents limitations such as
significantly related to test anxiety across all educational a substantial overlap between these dimensions. These
levels; however, the specific manifestations of this drawbacks have stimulated the construction of more
association could vary depending on the ages and cultural refined instruments. 27
contexts of students. 22 For instance, Sarason introduced the reactions to tests
(RTT) scale to address the limitations of TAI, extending
4.3. Academic performance
the scope of test anxiety measurement by including
Numerous studies have consistently demonstrated components such as test-irrelevant thoughts. However, like
significant negative correlations between test anxiety the TAI, the RTT faces challenges such as outdated norms
and academic performance. Test anxiety tends to divert and the need for clearer differentiation of its dimensions.
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students’ cognitive resources and thus impairs their In response, researchers designed the revised test anxiety
examination-related performance. For instance, Alamri scale, integrating elements from TAI and RTT to maintain
and Nazir reported the formation of a detrimental cycle: the breadth of the TAI while improving its dimensional
students with lower academic achievements exhibited clarity. 28
higher levels of test anxiety that, in turn, further diminished
their academic performance. Plante et al. corroborated Putwain et al.’s multidimensional test anxiety scale
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this finding by observing the close association between (MTAS) built on this foundation. MTAS includes four
test anxiety and prior academic achievements – students distinct dimensions: worry, cognitive interference, tension,
who performed poorly in elementary school experienced a and physiological indicators. It is a comprehensive tool
significant increase in test anxiety when they transitioned for the assessment of test anxiety, displaying strong
to secondary school, which further affected their academic psychometric properties including factorial validity,
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outcomes. However, this relationship is not always internal consistency, and test-retest reliability. Meanwhile,
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linear. Lower-achieving students typically exhibit higher Sahin’s STA scale further enhances the measurement of test
levels of test anxiety, but high-achieving students can also anxiety by focusing on state-level anxiety, offering a more
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experience heightened anxiety because of elevated external situational evaluation than trait-focused tools.
expectations. Thus, test anxiety is not exclusive to low- Scholars have also focused on specific populations,
achieving students. resulting in the development of tailored scales such as

Volume 3 Issue 2 (2025) 4 doi: 10.36922/jcbp.3946