The Stability of Undergraduate Students' Cognitive Test Anxiety Levels.

Test anxiety has been overwhelmingly identified as a two-factor construct, consisting of the cognitive (often referred to as "worry") and emotional (or affective) components (Morris, Davis, & Hutchings, 1981; Schwarzer, 1986). The predominant view of the relationship between these two factors suggests the cognitive component directly impacts performance (Bandalos, Yates, & Thorndike-Christ, 1995; Cassady & Johnson, in press; Hembree, 1988), while the emotionality component is related but does not directly influence test performance (Sarason, 1986; Williams, 1991). The apparent relationship between emotionality and test performance is such that emotionality impacts test performance only under situations where the individual also maintains a high level of cognitive test anxiety (Deffenbacher, 1980; Hodapp, Glanzmann, & Laux, 1995). Although emotionality has traditionally not been viewed as central to performance, recent work has demonstrated that emotionality may be the triggering mechanism for self-regulation strategies that facilitate performance (Schutz & Davis, 2000).

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