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Personality and Social Psychology Bulletin, Vol. 9, No. 2, 271-280 (1983)
DOI: 10.1177/0146167283092012
© 1983 Society for Personality and Social Psychology, Inc.

Attributions of the Test-Anxious Student

Self-Assessments in the Classroom

Robert M. Arkin

University of Missouri

Thomas A. Kolditz

University of Missouri

Kay Kuhlman Kolditz

University of Missouri

In the present study, an attributional analysis of cognitions associated with the test-anxiety response is reported Late in the semester, 433 undergraduates in introductory level courses (who had scored high, moderate, or low on a test-anxiety inventory) completed a questionnaire that required (l) a self-assessment of success or failure in the course, (2) open-ended attributions about the causes of that success or failure, and (3) that subjects then rate their open-ended responses on several relevant dimensions. A content analysis of students' written accounts suggested that unsuccessful, highly test-anxious students blamed their character (as opposed to their behavior or the environment) for their failure. Consistent with earlier work, there also emerged a general tendency for successful students to emphasize internal over external attributions, while failing students showed an opposite pattern.


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[Abstract] [PDF]