- 1. We asked students about their baseline test anxiety by using items from the Sarason (1980) test anxiety scale. This is a z-standardized variable at 0 mean and 1 standard deviation.
Paper not yet in RePEc: Add citation now
- 2. We collected data about baseline self-confidence by applying the academic subscale items from Shrauger and Schohn’s (1995) Personal Evaluation Inventory. This is a zstandardized variable at 0 mean and 1 standard deviation.
Paper not yet in RePEc: Add citation now
- Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. https://doi.org/10.1037/a0029648 Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
Paper not yet in RePEc: Add citation now
Ajzen, I. (2002). Perceived Behavioral Control, Self-Efficacy, Locus of Control, and the Theory of Planned Behavior. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.x Andrisani, P. J. (1977). Internal-External Attitudes, Personal Initiative, and the Labor Market Experience of Black and White Men. The Journal of Human Resources, 12(3), 308. https://doi.org/10.2307/145493 Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
- Appendix Tables Table A1: Pairwise correlation between various psychological measures Baseline test anxiety Endline test anxiety Baseline selfconfidence Endline selfefficacy Endline motivation Endline test-anxiety 0.4769* (1,042) Baseline selfconfidence -0.4906* -0.2685* (2,305) (1,042) Endline self-efficacy -0.3505* -0.2248* 0.4178* (1,044) (4,284) (1,044) Endline motivation 0.0148 0.2782* 0.0794 0.2729* (1,042) (4,283) (1,042) (4,289) External locus of control 0.1803* 0.0781-0.1796* -0.1542* -0.0584 (2,305) (1,042) (2,305) (1,044) (1,042) Pairwise correlation coefficients, N of cases in parenthesis, * p<0.01 Baseline test anxiety is measured by using items from the Sarason (1980) test anxiety scale.
Paper not yet in RePEc: Add citation now
Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1 Barrows, J., Dunn, S., & Lloyd, C. A. (2013). Anxiety, Self-Efficacy, and College Exam Grades. Universal Journal of Educational Research, 1(3), 204–208. https://doi.org/10.13189/ujer.2013.010310 Behncke, S. (2012). How Do Shocks to Non-Cognitive Skills Affect Test Scores? Annals of Economics and Statistics, 107/108, 155. https://doi.org/10.2307/23646575 Benjamini, Y., & Hochberg, Y. (1995). Controlling the False Discovery Rate : A Practical and Powerful Approach to Multiple Testing Author. Journal of the Royal Statistical Society. Series B, 57(1), 289–300.
- Baseline self-confidence is measured by using the academic subscale items from Shrauger and Schohn’s (1995) Personal Evaluation Inventory.
Paper not yet in RePEc: Add citation now
- Benjamini, Y., & Yekutieli, D. (2001). The control of the false discovery rate in multiple testing under dependency. Annals of Statistics, 29(4), 1165–1188. https://doi.org/10.1214/aos/1013699998 Bouffard-Bouchard, T. (1990). Influence of Self-Efficacy on Performance in a Cognitive Task. The Journal of Social Psychology, 130(3), 353–363. https://doi.org/10.1080/00224545.1990.9924591 Brown, B. W. (1980). The Crossover Experiment for Clinical Trials. Biometrics, 36(1), 69. https://doi.org/10.2307/2530496 Cassady, J. C., & Finch, W. H. (2020). Revealing Nuanced Relationships Among Cognitive Test Anxiety , Motivation , and Self-Regulation Through Curvilinear Analyses.
Paper not yet in RePEc: Add citation now
- Contemporary Educational Psychology, 41, 1–12. https://doi.org/10.1016/j.cedpsych.2014.10.006 Goldsmith, A. H., Veum, J. R., & William, D. (1996). The impact of labor force history on
Paper not yet in RePEc: Add citation now
- Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3 Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.
Paper not yet in RePEc: Add citation now
- Engagement. In Handbook of Research on Student Engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7 Deci, E. L. (1998). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale. https://doi.org/10.4324/9781315807430-12 Deloatch, R., Bailey, B. P., Kirlik, A., & Zilles, C. (2017). I Need Your Encouragement! Requesting Supportive Comments on Social Media Reduces Test Anxiety. Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, 736–747. https://doi.org/10.1145/3025453.3025709 Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larsson, L., Rebok, G. W., Mayer, L.
Paper not yet in RePEc: Add citation now
- Flay, B. R., Allred, C. G., & Ordway, N. (2001). Effects of the positive action program on achievement and discipline: Two matched-control comparisons. Prevention Science, 2(2), 71–89. https://doi.org/10.1023/A:1011591613728 Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students’ math achievement.
Paper not yet in RePEc: Add citation now
- Frontiers in Psychology, 11(June), 1–13. https://doi.org/10.3389/fpsyg.2020.01141 Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of Research on Student
Paper not yet in RePEc: Add citation now
- https://doi.org/10.1016/0193-3973(93)90013-L Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540–547. https://doi.org/10.1080/17439760903157232 Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439–451. https://doi.org/10.1037/a0026280 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011).
Paper not yet in RePEc: Add citation now
- https://doi.org/10.1023/A:1020977107086 Feron, E., & Schils, T. (2020). A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential. Frontiers in Psychology, 11(June), 1–18. https://doi.org/10.3389/fpsyg.2020.01356 Finn, J. D. (1989). Withdrawing from School Author. Review of Educational Research, 59(2), 117–142.
Paper not yet in RePEc: Add citation now
- Predict Student Success. Journal of College Student Development, 44(1), 18–28. https://doi.org/10.1353/csd.2003.0008 Ringeisen, T., Lichtenfeld, S., Becker, S., Minkley, N., Ringeisen, T., Lichtenfeld, S., Becker, S., Minkley, N., Ringeisen, T., Lichtenfeld, S., & Becker, S. (2018). Stress experience and performance during an oral exam : the role of self-efficacy , threat appraisals , anxiety , and cortisol. Anxiety, Stress, & Coping, 0(0), 1–17. https://doi.org/10.1080/10615806.2018.1528528 Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20.
Paper not yet in RePEc: Add citation now
- Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning.
Paper not yet in RePEc: Add citation now
- Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1–28. https://doi.org/10.1037/h0092976 Rotter, J. B. (1992). Some comments on the “Cognates of personal control.” Applied and Preventive Psychology, 1(2), 127–129. https://doi.org/10.1016/S0962-1849(05)80154-4 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Paper not yet in RePEc: Add citation now
- S., Laudolff, J., Turkkan, J. S., Ford, C., & Wheeler, L. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14(3), 317–345.
Paper not yet in RePEc: Add citation now
- The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Embry, D. D. (2002). The Good Behavior Game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273–297.
Paper not yet in RePEc: Add citation now