dc.contributor.advisor | Grabner, Roland Prof. Dr. | |
dc.contributor.author | Schillinger, Frieder L. Dipl.-Psych. | |
dc.date.accessioned | 2018-05-28T10:35:31Z | |
dc.date.available | 2018-05-28T10:35:31Z | |
dc.date.issued | 2018-05-28 | |
dc.identifier.uri | http://hdl.handle.net/11858/00-1735-0000-002E-E3FB-A | |
dc.identifier.uri | http://dx.doi.org/10.53846/goediss-6866 | |
dc.language.iso | eng | de |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject.ddc | 150 | de |
dc.title | When Students Fail: Neurocognitive Mechanisms Underlying Test Anxiety | de |
dc.type | doctoralThesis | de |
dc.contributor.referee | Grabner, Roland Prof. Dr. | |
dc.date.examination | 2018-03-22 | |
dc.description.abstracteng | 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. | de |
dc.contributor.coReferee | De Smedt, Bert Prof. Dr. | |
dc.contributor.thirdReferee | Penke, Lars Prof. Dr. | |
dc.subject.eng | test anxiety | de |
dc.subject.eng | worries | de |
dc.subject.eng | performance | de |
dc.subject.eng | error-related negativity (ERN) | de |
dc.subject.eng | frontal midline theta (FMΘ) | de |
dc.identifier.urn | urn:nbn:de:gbv:7-11858/00-1735-0000-002E-E3FB-A-6 | |
dc.affiliation.institute | Biologische Fakultät für Biologie und Psychologie | de |
dc.subject.gokfull | Psychologie (PPN619868627) | de |
dc.identifier.ppn | 1023361094 | |