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Test Anxiety in the School Setting

  • Chapter
Handbook of Developmental Psychopathology

Abstract

The impact of test anxiety on school performance and learning has interested educators and motivational psychologists for at least the last 50 years. Numerous studies have demonstrated the negative impact of anxiety on school performance (e.g., K. T. Hill & S. B. Sarason, 1966; Manley & Rosemier, 1972; S. B. Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960). Furthermore, K. T. Hill (1980, 1984) suggested that as many as ten million students in elementary and secondary schools perform more poorly on tests than they should because anxiety and deficiencies in test-taking strategies interfere with their performance. In addition, the strength of this negative relationship becomes stronger over the school years. In this chapter, we begin by defining test anxiety and discussing theoretical approaches that have been used to explain it.

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Author notes

  1. Allan Wigfield

    Present address: Department of Human Development, University of Maryland, College Park, Maryland, 20742, USA

  2. Jacquelynne S. Eccles

    Present address: Department of Psychology, University of Colorado, Boulder, Colorado, 80309, USA

Authors and Affiliations

  1. Institute for Social Research, University of Michigan, Ann Arbor, Michigan, 48106, USA

    Allan Wigfield

  2. Department of Psychology, University of Michigan, Ann Arbor, Michigan, 48109, USA

    Jacquelynne S. Eccles

Authors
  1. Allan Wigfield
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  2. Jacquelynne S. Eccles
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Editors and Affiliations

  1. Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA

    Michael Lewis

  2. Temple University, Philadelphia, Pennsylvania, USA

    Suzanne M. Miller

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© 1990 Plenum Press, New York

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Wigfield, A., Eccles, J.S. (1990). Test Anxiety in the School Setting. In: Lewis, M., Miller, S.M. (eds) Handbook of Developmental Psychopathology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-7142-1_19

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  • DOI: https://doi.org/10.1007/978-1-4615-7142-1_19

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