The role of classroom context factors for the achievement-impairing effect of test anxiety

Abstract

Abstract The present investigation analyzed classroom factors affecting the predictive power of students' test anxiety for mathematics achievement. A context theory was developed, in which two mechanisms are held responsible for variations in the test-anxiety/test-performance relationship across classrooms: a compensatory mechanism and a saliency mechanism. The sample comprised 39 sixth-grade elementary classrooms and their mathematics teachers. Results show that marked differences exist among classrooms with regard to the achievement-impairing effect of test anxiety. This effect was found to be particularly high in classrooms characterized by (1) a high intensity of use of time and a low degree of structuring (few previews and reviews), indicating few opportunities for compensating information processing deficits, and (2) a high incentive value of achievement in the classroom, indicating a high saliency of success and failure. Further analyses focus on the interrelationship of different classroom factors moderating the predictive power of test anxiety for achievement.