Implementation intentions and test anxiety: Shielding academic performance from distraction |
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| Authors: | Elizabeth J Parks-Stamm Peter M Gollwitzer Gabriele Oettingen |
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| Institution: | 1. Faculty of Education, Edge Hill University, United Kingdom;2. School of Education, University of South Australia, Australia |
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| Abstract: | College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if–then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed. |
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