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Coping and academic problem-solving ability in test anxiety.

K R Blankstein·G L Flett·M S Watson
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Abstract

The present study examined coping tendencies and perceptions of problem-solving ability in test anxiety. A sample of 125 students completed the revised Ways of Coping Questionnaire, the Academic Problem-Solving Inventory, and measures of state and trait test anxiety. Correlational analyses confirmed that emotion-focused coping (i.e., avoidant and confrontive coping) was associated positively with test anxiety. Also, test-anxious individuals reported poorer ability to solve academic problems. Finally, regression analyses revealed that coping tendencies and perceived problem-solving ability predicted unique variance in test-anxiety scores. The results are discussed in terms of the need for a multidimensional model of test anxiety that includes coping processes and self-evaluations of problem-solving ability.

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AchievementAdaptation, PsychologicalAdultAnxietyAptitudeDefense MechanismsFemaleHumansMalePersonality InventoryProblem SolvingPsychometricsTest Anxiety ScaleJournal Article

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K R Blankstein, G L Flett, M S Watson. 1992. Coping and academic problem-solving ability in test anxiety.. https://doi.org/10.1002/1097-4679(199201)48%3A1%3C37%3A%3Aaid-jclp2270480105%3E3.0.co%3B2-f

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