Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept |
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| Institution: | 1. German Institute for International Educational Research, Germany;2. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;3. Kiel University, Germany;1. LEAD Graduate School & Research Network, University of Tübingen, Germany;2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany;3. Leibniz Institute for Mathematics and Science Education, Kiel, Germany;4. Centre for International Student Assessment, Germany;1. Department of Educational Research, University of Bamberg, Markusplatz 3, 96045, Germany;2. Center for Educational Science and Psychology, University of Tübingen, Germany;1. Iowa State University, United States;2. The Ohio State University, United States;3. University of Illinois at Urbana–Champaign, United States;1. Australian Catholic University, Australia;2. Oxford University, UK;3. King Saud University, Saudi Arabia;1. Université François-Rabelais de Tours, France;2. Concordia University, Canada;3. Korea University, South Korea |
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| Abstract: | The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. |
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| Keywords: | Dimensional comparisons Gender I/E model Test anxiety Self-concept |
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