Approach/avoidance motives, test emotions, and emotional regulation related to testing.

Full Abstract

This research stems from our program of work that focuses on understanding how students regulated their emotions related to testing. The primary goal for this study was to incorporate the approach/ avoidance motives into a model of emotional regulation related to testing. In addition, a secondary goal was to report on efforts at construct validation of the scores obtained during the refinement of the Emotional Regulation Related to Testing (ERT) Scale. Our results suggest that underlying beliefs, such as approach/avoid motives and the cognitive-appraisal process, of the ERT had both direct and indirect effects to both pleasant and unpleasant emotions related to testing. In addition, the ERT accounted for 56% of the variance in Pleasant and 87% of Unpleasant Test Emotions.

Author information

Author/s: Schutz, Paul A (PA); Benson, Jeri (J); Decuir-Gunby, Jessica T (JT);

Affiliation: UTSA, Department of Counseling, Educational, San Antonio, TX 78207-4415, USA. paul.schutz(-atsign-)utsa.edu

Journal and publication information

Publication Type: Journal Article; Validation Studies

Journal: Anxiety, stress, and coping (Anxiety Stress Coping), published in England. (Language: eng)

Reference: 2008-Jul; vol 21 (issue 3) : pp 263-81

Dates: Created 2008/10/21; Completed 2008/11/07;

PMID: 18612854, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: 18 Feb 2009 00:00:00)

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