Page 9 - JCBP-3-2

Journal of Clinical and
Basic Psychosomatics Theoretical models for test anxiety

motivational, and physiological. Their study revealed that traits are neuroticism (N), extraversion (E), openness (O),
11
these components are both independent and interrelated agreeableness (A), and conscientiousness (C). Thomas and
and that the cognitive component plays a particularly Cassady indicated that traits such as neuroticism, openness
pivotal role in mediating the relationship between to experiences, and conscientiousness significantly impact
perceived control and test performance. the emotional responses of students to test situations.
Roos et al. extended these findings further and These traits influence students’ perceptions of control and
examined how discrete components of test anxiety affect the value they assign to academic tasks. This study enriches
academic outcomes. They highlighted the importance the existing literature by demonstrating that cognitive test
12
of combining physiological measures including anxiety is not merely a reaction to external pressures;
electrodermal activity with traditional self-reports to rather, it is deeply intertwined with enduring personality
more comprehensively understand anxiety. Their results characteristics and differences in individual appraisal
confirmed that all anxiety components were negatively processes.
correlated with perceived control but only the cognitive 4.2.2. Perfectionism
component significantly mediated the effects of control on
performance. This finding reinforced the importance of Recent studies conducted on multidimensional
cognitive anxiety characterized by intrusive thinking and perfectionism and test anxiety have consistently identified
worry as the most critical determinant of academic success perfectionism as a significant predictor of test anxiety.
under stress. Burcaş and Creţu conducted a meta-analytic review that
presents a robust theoretical foundation for the construal
4. Mechanism and influence factors of this connection. Their analysis revealed significant
19
positive correlations between dimensions of perfectionism,
What mechanisms underlie the influence of test anxiety, specifically perfectionist efforts, and concerns, and
and what factors contribute to its occurrence? An analysis
of the 47 selected articles indicated that test anxiety is the cognitive (e.g., excessive worry) and affective (e.g.,
influenced by a range of factors including biological emotional distress) components of test anxiety. This finding
variables (e.g., gender and age), intrapersonal variables implies that students with stronger perfectionist tendencies
(e.g., personality traits, perfectionism, and metacognitive are more likely to experience heightened anxiety levels in
beliefs), and academic achievement. testing situations, highlighting the detrimental impact of
perfectionism on students’ mental health.
4.1. Biological variables However, perfectionism and test anxiety are not
A significant relationship exists between gender and test uniformly associated across different contexts. Lowe
anxiety: women report significantly higher levels of test afforded this discernment by employing latent profile
anxiety than men. 13-15 This outcome could be related to the analysis to categorize U.S. undergraduate students into low,
gender discrimination perceived by women. Women can medium, and high test anxiety groups. Lowe found that
14
experience higher levels of anxiety because they often hope gender and specific types of perfectionism significantly
to prove their capabilities through excellent examination influenced group classifications. Notably, females and
performance to mitigate potential unequal treatment. individuals exhibiting heightened perfectionist concerns
Results from cross-lagged path analyses indicated that were more likely to be designated to the high anxiety
being older and experiencing higher levels of needs group. This discovery underscores the importance of
frustration significantly predicted higher levels of test considering individual differences such as gender and
anxiety in this sample over time. 15 degree of perfectionism in examining test anxiety. It
also suggests that targeted interventions are required to
4.2. Intrapersonal variables effectively address such factors.
4.2.1. Personality Stricker et al. conducted a longitudinal study on
Personality is defined as a set of stable, inherent traits secondary school students to further explore the complexities
and tendencies that determine individual psychological of the perfectionism–test anxiety relationship. They
20
and behavioral patterns (McCrae, 1990). The Big Five examined the concurrent and predictive relationships between
16
Personality Traits is a model representing the highest two dimensions of perfectionism, concern over mistakes and
organizational plane of personality traits identified in personal standards, and test anxiety, measured through
contemporary psychological research. This model is widely cognitive (worry) and affective anxiety (emotionality).
utilized in the literature to investigate the impact of individual Their study confirmed the positive association between
human differences. 17,18 These five fundamental and stable perfectionism and current test anxiety but found that these

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