When Students Fail: Neurocognitive Mechanisms Underlying Test Anxiety

von Frieder L. Dipl.-Psych. Schillinger
Dissertation
Datum der mündl. Prüfung:2018-03-22
Erschienen:2018-05-28
Betreuer:Prof. Dr. Roland Grabner
Gutachter:Prof. Dr. Roland Grabner
Gutachter:Prof. Dr. Bert De Smedt
Gutachter:Prof. Dr. Lars Penke
Zum Verlinken/Zitieren: http://dx.doi.org/10.53846/goediss-6866

 

 

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Zusammenfassung

Englisch

Test anxiety can hinder students from achieving their full potential in evaluative situations, such as tests or examinations. Converging evidence suggests that performance-related worries impair the working memory of these students. However, the mechanisms by which worries affect the working memory of test-anxious students remain poorly understood. The present work aimed to fill this gap by comparing the electroencephalography (EEG) of lower and higher test-anxious students performing a cognitive task in both a low and a high pressure condition. Two studies addressed the response monitoring in test-anxious students by analyzing the error-related negativity (ERN) – an event-related potential occurring shortly after an erroneous response. Results revealed that the ERN was enhanced by performance pressure in higher but not in lower test-anxious students. The third study assessed the working memory costs of performance pressure by analyzing frontal midline theta (FMΘ) – a signal known to reflect working memory processes. Results showed that FMΘ was increased by performance pressure, especially in students with higher test anxiety. Across studies, self-reported worries during the task were unrelated to EEG measures and test-anxious students did not show performance impairments. Taken together, results demonstrate that test-anxious students exhibit increased neural activity under performance pressure, suggesting that they need compensatory effort to maintain performance in evaluative situations.
Keywords: test anxiety; worries; performance; error-related negativity (ERN); frontal midline theta (FMΘ)
 
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