Skip to main content
SpringerLink
Log in

A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

Background

Research on test anxiety of elementary school children has mainly focused on prevalence rates and gender differences. Less work has addressed predictors of test anxiety in elementary school children. According to the control-value theory developed by Pekrun (Educ Psychol Rev 18:315–341. doi:10.1007/s10648-006-9029-9, 2006), academic self-concept and interest can be seen as such predictors.

Objective

Based upon a control-value theory approach, the major objective of the present study is to examine the relationships between academic self-concept, interest, and text anxiety in elementary school children. A second aim is to explore moderating effects of gender for these relationships.

Methods

192 fourth graders aged 7–11 years from 11 classes across six schools completed a modified version of the German Self-Description Questionnaire 1 and a subscale of trait anxiety from the Anxiety Questionnaire for Students (German version). Self-concept and interest ratings were assumed to be negatively related to test anxiety. Gender was hypothesized as a moderator of the relationships between academic self-concept, interest, and test anxiety.

Results

Children with a lower academic self-concept were more likely to be affected by test anxiety, and girls were more likely to be exposed to test anxiety than boys. Interest, in contrast, was not related to test anxiety and had no impact on test anxiety.

Conclusion

The findings of the current research provided evidence that high test anxiety could be explained by a lower academic self-concept of elementary school children. Thus, school-based intervention programs targeting to decrease test anxiety of elementary school children should pay more attention to increasing students’ academic self-concept.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22, 385–389. doi:10.1016/j.lindif.2011.12.004.

    Article  Google Scholar 

  • Arens, A. K., & Hasselhorn, M. (2015). Differentiation of competence and affect self-perceptions in elementary school students: Extending empirical evidence. European Journal of Psychology of Education, 30, 1–15. doi:10.1007/s10212-015-0247-8.

    Article  Google Scholar 

  • Arens, A. K., & Morin, A. J. S. (2015). Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM. Journal of Experimental Education, 84, 330–355. doi:10.1080/00220973.2014.999187.

    Article  Google Scholar 

  • Arens, A. K., Trautwein, U., & Hasselhorn, M. (2011). Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I [Self-concept measurement with preadolescents: Validation of a German version of the SDQ I]. Zeitschrift für Pädagogische Psychologie, 25, 131–144. doi:10.1024/1010-0652/a000030.

    Article  Google Scholar 

  • Arens, A. K., Yeung, A. S., Nagengast, B., & Hasselhorn, M. (2013). Relationship between self-esteem and academic self-concept for German elementary and secondary school students. Educational Psychology, 33, 443–464. doi:10.1080/01443410.2013.772772.

    Article  Google Scholar 

  • Attwood, M., Meadows, S., Stallard, P., & Richardson, T. (2012). Universal and targeted computerised cognitive behavioural therapy (Think, Feel, Do) for emotional health in schools: Results from two exploratory studies. Child and Adolescent Mental Health, 17, 173–178. doi:10.1111/j.1475-3588.2011.00627.x.

    Article  Google Scholar 

  • Benölken, R. (2015). Gender- and giftedness-specific differences in mathematical self-concepts, attributions and interests. Procedia Social and Behavioral Sciences, 174, 464–473. doi:10.1016/j.sbspro.2015.01.690.

    Article  Google Scholar 

  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi:10.1006/ceps.2001.1094.

    Article  Google Scholar 

  • Cialdini, R. B., Borden, R. J., Thorne, A., Walker, M. R., Freeman, S., & Sloan, L. R. (1976). Basking in reflected glory: Three (football) feld studies. Journal of Personality and Social Psychology, 34, 366–375. doi:10.1037/0022-3514.34.3.366.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale: Erlbaum.

    Google Scholar 

  • Davis, T, I. I. I., May, A., & Whiting, S. (2011). Evidence-based treatment of anxiety and phobia in children and adolescents: Current status and effects on the emotional response. Clinical Psychology Review, 31, 592–602. doi:10.1016/j.cpr.2011.01.001.

    Article  PubMed  Google Scholar 

  • Eccles, J. S. (1983). Expectancies, values, and academic choice. In J. Spence (Ed.), Achievement and achievement motivation (pp. 87–134). San Francisco: W. H. Freeman.

    Google Scholar 

  • Ehm, J.-H., Lindberg, S., & Hasselhorn, M. (2014). Reading, writing, and math self-concept in elementary school children: Influence of dimensional comparison processes. European Journal of Psychology of Education, 29, 277–294. doi:10.1007/s10212-013-0198-x.

    Article  Google Scholar 

  • Frawley, D., McCoy, S., Banks, J., & Thornton, M. (2014). Affective school engagement and self-concept: How are Irish boys and girls faring? Child Indicators Research, 7, 843–859. doi:10.1007/s12187-014-9247-5.

    Article  Google Scholar 

  • French, B. F., & Mantzicopoulos, P. (2007). An examination of the first/second-grade form of the pictoral scale of perceived competence and social acceptance: Factor structure and stability by grade and gender across groups of economically disadvantaged children. Journal of School Psychology, 45, 311–331. doi:10.1016/j.jsp.2006.07.004.

    Article  Google Scholar 

  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. doi:10.1007/bf03173468.

    Article  Google Scholar 

  • Froiland, J. M., & Oros, E. (2013). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34, 119–132. doi:10.1080/01443410.2013.822964.

    Article  Google Scholar 

  • Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents’ development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25, 459–473. doi:10.1111/jora.12140.

    Article  Google Scholar 

  • Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24, 2079–2087. doi:10.1177/0956797613486989.

    Article  PubMed  Google Scholar 

  • Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44–58. doi:10.1016/j.cedpsych.2009.10.001.

    Article  Google Scholar 

  • Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33. doi:10.1016/j.cedpsych.2006.12.002.

    Article  Google Scholar 

  • Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a socio-cognitive perspective: Antecedents and domain specifity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289–308. doi:10.1348/000709905X42860.

    Article  PubMed  Google Scholar 

  • Hagenauer, G., & Hascher, T. (2014). Early adolescents’ enjoyment experienced in learning situations at school and its relation to student achievement. Journal of Education and Training Studies, 2, 20–30. doi:10.11114/jets.v2i2.254.

    Article  Google Scholar 

  • Hancock, D. R. (2001). Effects of test anxiety and evaluative threats on students’ achievement and motivation. The Journal of Educational Research, 94, 284–290. doi:10.1080/00220670109598764.

    Article  Google Scholar 

  • Harter, S. (2012). The construction of the self: A developmental perspective (Vol. 2). New York: Guilford Press.

    Google Scholar 

  • Helmke, A. (1999). From optimism to realism? Development of children’s academic self-concept from kindergarten to grade six. In W. Schneider & F. E. Weinert (Eds.), Individual development from 3 to 12. Findings from the Munich longitudinal study (pp. 198–221). Cambridge: Cambridge University Press.

    Google Scholar 

  • Hembree, R. (1988). Correlates, causes, effects and treatment of test anxiety. Review of Educational Research, 58, 47–77. doi:10.3102/00346543058001047.

    Article  Google Scholar 

  • Herbert, J., & Stipek, D. T. (2005). The emergence of gender differences in children’s perceptions of their academic competence. Applied Developmental Psychology, 26, 276–295. doi:10.1016/j.appdev.2005.02.007.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127. doi:10.1207/s15326985ep4102_4.

    Article  Google Scholar 

  • Iroegbu, M. N. (2013). Effect of test anxiety, gender and perceived self-concept on academic performance of Nigerian students. International Journal of Psychology Counselor, 5, 143–146. doi:10.5897/IJPC2013.0218.

    Google Scholar 

  • Jõgi, A.-L., Kikas, E., Lerkkanen, M.-K., & Mägi, K. (2015). Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities. Learning and Individual Differences, 39, 105–113. doi:10.1016/j.lindif.2015.03.018.

    Article  Google Scholar 

  • Keogh, E., Bond, F. W., French, C. C., Richards, A., & Davis, R. E. (2004). Test-anxiety, susceptibility to destruction and examination performance. Journal of Anxiety, Stress and Coping, 17, 241–252. doi:10.1080/10615300410001703472.

    Google Scholar 

  • Kessels, U., Heyder, A., Latsch, M., & Hannover, B. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research, 56, 220–229. doi:10.1080/00131881.2014.898916.

    Article  Google Scholar 

  • Köller, O. (2004). Konsequenzen von Leistungsgruppierungen [Effects of ability grouping]. Münster: Waxmann.

    Google Scholar 

  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381–395. doi:10.1016/j.learninstruc.2005.07.007.

    Article  Google Scholar 

  • Legewie, J. (2012). Die Schätzung von kausalen Effekten: Überlegungen zu Methoden der Kausalanalyse anhand von Kontexteffekten in der Schule [The estimation of causal effects: An introduction to methods of causal inference based on peer effects in education]. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 64, 123–153. doi:10.1007/s11577-012-0158-5.

    Article  Google Scholar 

  • Leibham, M. B., Alexander, J. M., & Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self-concept and science achievement. Science Education, 97, 574–593. doi:10.1002/sce.21066.

    Article  Google Scholar 

  • Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83, 591–614. doi:10.1111/j.2044-8279.2012.02080.x.

    Article  PubMed  Google Scholar 

  • Lüftenegger, M., Schober, B., van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal—Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22, 27–36. doi:10.1016/j.learninstruc.2011.06.001.

    Article  Google Scholar 

  • Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27, 483–498. doi:10.1007/s10212-011-0090-5.

    Article  Google Scholar 

  • Mack, B. W. (2007). Der Bereichsspezifische Angstfragebogen für Kinder (BAK) [The domain-specific anxiety questionnaire for children]. Zeitschrift für Klinische Psychologie und Psychotherapie, 36, 189–197. doi:10.1026/1616-3443.36.3.18.

    Article  Google Scholar 

  • Marsh, H. W. (1986). Negative item bias in rating scales for preadolescent children: A cognitive-developmental phenomenon. Developmental Psychology, 22, 37–49. doi:10.1037/0012-1649.22.1.37.

    Article  Google Scholar 

  • Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295. doi:10.1037/0022-0663.79.3.280.

    Article  Google Scholar 

  • Marsh, H. W. (2005). Big-fish-little-pond effect on academic self-concept: A reply to responses. Zeitschrift für Pädagogische Psychologie, 19, 141–144. doi:10.1024/1010-0652.19.3.141.

    Article  Google Scholar 

  • Marsh, H. W., Abduljabbar, A. S., Parker, P. D., Morin, A. J. S., Abdelfattah, F., Nagengast, B., & Abu-Hilal, M. M. (2015). The internal/external frame of reference model of self-concept and achievement relations: Age-cohort and cross-cultural differences. American Educational Research Journal, 52, 168–202. doi:10.3102/0002831214549453.

    Article  Google Scholar 

  • Marsh, H. W., & Craven, R. (2002). The pivotal role of frames of reference in academic self-concept formation: The big-fish-little-pond effect. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Vol. 2, pp. 83–123). Greenwich: Information Age.

    Google Scholar 

  • Marsh, H. W., Kuyper, H., Seaton, M., Parker, P. D., Morin, A. J. S., Möller, J., & Abduljabbar, A. S. (2014). Dimensional comparison theory: An extension of the internal/external frame of reference effect on academic self-concept formation. Contemporary Educational Psychology, 39, 326–341. doi:10.1016/j.cedpsych.2014.08.003.

    Article  Google Scholar 

  • Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77. doi:10.1348/000709910X503501.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. doi:10.1111/j.1467-8624.2005.00853.x.

    Article  PubMed  Google Scholar 

  • McDonald, A. S. (2010). The prevalence and effects of test anxiety in school children. Educational Psychology, 21, 89–101. doi:10.1080/01443410020019867.

    Article  Google Scholar 

  • Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79–96. doi:10.1016/j.ijer.2012.11.002.

    Article  Google Scholar 

  • Nyroos, M., Korhonen, J., Linnanmäki, K., & Svens-Liavåg, C. (2012). A cross-national comparison of test anxiety in Swedish and Finnish grade 3 pupils: Measured by the CTAS. Education Inquiry, 3, 615–636. Retrieved from http://www.education-inquiry.net/index.php/edui/article/viewFile/22057/28793.

  • Parkinson, M., & Creswell, C. (2011). Worry and problem-solving skills and beliefs in primary school children. British Journal of Clinical Psychology, 50, 106–112. doi:10.1348/014466510X523887.

    Article  PubMed  Google Scholar 

  • Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 163–243). Amsterdam: Elsevier.

    Google Scholar 

  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. doi:10.1007/s10648-006-9029-9.

    Article  Google Scholar 

  • Pekrun, R. (2009). Global and local perspectives on human affect. Implications of the control-value theory of achievement emotions. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenninger (Eds.), Contemporary motivation research. From global to local perspectives (pp. 97–115). Cambridge: Hogrefe.

    Google Scholar 

  • Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress and Coping, 17, 287–316. doi:10.1080/10615800412331303847.

    Article  Google Scholar 

  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106. doi:10.1207/S15326985EP3702_4.

    Article  Google Scholar 

  • Pinxten, M., Wouters, S., Preckel, F., Niepel, C., De Fraine, B., & Verschueren, K. (2015). The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons. Contemporary Educational Psychology, 41, 124–132. doi:10.1016/j.cedpsych.2014.12.003.

    Article  Google Scholar 

  • Poustka, L., Rehm, A., Holtmann, M., Bock, M., Böhmert, C., & Dziobek, I. (2010). Dissoziation von kognitiver und affektiver Empathie bei Jugendlichen mit Autismus-Spektrum-Störungen [Dissociation of cognitive and affective empathy in adolescents with autism spectrum disorders]. Kindheit und Entwicklung, 19, 177–183. doi:10.1026/0942-5403/a000022.

    Article  Google Scholar 

  • Putwain, D. W. (2008). Deconstructing test anxiety. Emotional and Behavioural Difficulties, 13, 141–155. doi:10.1080/13632750802027713.

    Article  Google Scholar 

  • Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162. doi:10.1016/j.lindif.2013.07.010.

    Article  Google Scholar 

  • Putwain, D. W., & Daniels, R. A. (2010). Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learning and Individual Differences, 20, 8–13. doi:10.1016/j.lindif.2009.10.006.

    Article  Google Scholar 

  • Rana, R. A., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32, 63–74. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2362291.

  • Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., Congdon, R. T., & du Toit, M. (2011). HLM 7: Hierarchical linear and nonlinear modeling. Illinois: Scientific Software International.

    Google Scholar 

  • Raufelder, D., Sahabandu, D., Martínez, G. S., & Escobar, V. (2013). The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement, belonging and helplessness in school. Educational Psychology, 35, 137–157. doi:10.1080/01443410.2013.849327.

    Article  Google Scholar 

  • Retelsdorf, J., Köller, O., & Möller, J. (2014). Reading achievement and reading self-concept—Testing the reciprocal effects model. Learning and Instruction, 29, 21–30. doi:10.1016/j.learninstruc.2013.07.004.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21, 58–67. doi:10.1016/j.learninstruc.2009.11.001.

    Article  Google Scholar 

  • Roy, A., Guay, F., & Valois, P. (2015). The big-fish–little-pond effect on academic self-concept: The moderating role of differentiated instruction and individual achievement. Learning and Individual Differences, 42, 110–116. doi:10.1016/j.lindif.2015.07.009.

    Article  Google Scholar 

  • Sarason, I. G. (1984). Stress, anxiety and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938. doi:10.1037/0022-3514.46.4.929.

    Article  PubMed  Google Scholar 

  • Scherer, K. R., Schorr, A., & Johnstone, T. (Eds.). (2001). Appraisal processes in emotion. Oxford: Oxford University Press.

    Google Scholar 

  • Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance—Do gender and test anxiety matter? Learning and Individual Differences, 38, 90–98. doi:10.1016/j.lindif.2014.12.008.

    Article  Google Scholar 

  • Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: Elementary school students’ anxious responses to high stakes testing. Psychology in the Schools, 50, 489–499. doi:10.1002/pits.21689.

    Article  Google Scholar 

  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept—Validation of construct interpretations. Review of Educational Research, 46, 407–441. Retrieved from http://www.jstor.org/stable/1170010.

  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: Theory, assessment and treatment. Washington, DC: Taylor & Francis.

    Google Scholar 

  • Spinath, B., Eckert, C., & Steinmayr, R. (2014). Gender differences in school success: What are the roles of students’ intelligence, personality and motivation? Educational Research, 56, 230–243. doi:10.1080/00131881.2014.898917.

    Article  Google Scholar 

  • Taskinen, P. H., Schütte, K., & Prenzel, M. (2013). Adolescents’ motivation to select an academic science-related career: The role of school factors, individual interest, and science self-concept. Educational Research and Evaluation, 19, 717–733. doi:10.1080/13803611.2013.853620.

    Article  Google Scholar 

  • Tomasetto, C., Mirisola, A., Galdi, S., & Cadinu, M. (2015). Parents’ math-gender stereotypes, children’s self-perception of ability, and children’s appraisal of parents’ evaluations in 6-year-olds. Contemporary Educational Psychology, 42, 186–198. doi:10.1016/j.cedpsych.2015.06.007.

    Article  Google Scholar 

  • Tornare, E., Czajkowski, N. O., & Pons, F. (2015). Children’s emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance. Learning and Instruction, 39, 88–96. doi:10.1016/j.learninstruc.2015.05.011.

    Article  Google Scholar 

  • Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90, 334–349. doi:10.1037/0022-3514.90.2.334.

    Article  PubMed  Google Scholar 

  • Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81, 161–177. doi:10.1348/000709910X504500.

    Article  PubMed  Google Scholar 

  • Verschueren, K., Doumen, S., & Buyse, E. (2012). Relationships with mother, teacher, and peers: Unique and joint effects on young children‘s self-concept. Attachment and Human Development, 14, 233–248. doi:10.1080/14616734.2012.672263.

    Article  PubMed  Google Scholar 

  • Von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50, 57–71. doi:10.1002/pits.21660.

    Article  Google Scholar 

  • Von Maurice, J., Dörfler, T., & Artelt, C. (2014). The relation between interests and grades: Path analyses in primary school age. International Journal of Educational Research, 64, 1–11. doi:10.1016/j.ijer.2013.09.011.

    Article  Google Scholar 

  • Weems, C. F., Scott, B. G., Graham, R. A., Banks, D. M., Russell, J. D., Taylor, L. K., & Marino, R. C. (2015). Fitting anxious emotion-focused intervention into the ecology of schools: Results from a test anxiety program evaluation. Prevention Science, 16, 200–210. doi:10.1007/s11121-014-0491-1.

    Article  PubMed  Google Scholar 

  • Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M. F., Romano, D. M., Perry, A. M., & Triplett, V. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71. doi:10.1007/s12310-010-9032-7.

    Article  Google Scholar 

  • Wieczerkowski, W., Nickel, H., Janowski, A., Fittkau, B., & Rauer, W. (1981). Angstfragebogen für Schüler (AFS) [Anxiety questionnaire for students]. Göttingen: Hogrefe.

    Google Scholar 

  • Wouters, S., Colpin, H., Van Damme, J., & Verschueren, K. (2015). Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept. Educational Psychology, 35, 252–270. doi:10.1080/01443410.2013.822963.

    Article  Google Scholar 

  • Yeo, L., Goh, V., & Liem, G. (2016). School-based intervention for test anxiety. Child and Youth Care Forum, 45, 1–17. doi:10.1007/s10566-015-9314-1.

    Article  Google Scholar 

  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.

    Google Scholar 

  • Zeidner, M., & Schleyer, E. J. (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329.

    Article  PubMed  Google Scholar 

  • Zeidner, M., & Schleyer, E. J. (1999b). Test anxiety in intellectually gifted school students. Anxiety, Stress, and Coping: An International Journal, 12, 163–189.

    Article  Google Scholar 

  • Zeidner, M., & Schleyer, E. J. (1999c). Evaluating the effects of full-time vs. part-time educational programs for the gifted: Affective outcomes and policy considerations. Evaluation and Program Planning, 22, 413–427.

    Article  Google Scholar 

  • Zeidner, M., & Schleyer, E. J. (1999d). The effects of educational context on individual differences variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28, 687–703.

    Article  Google Scholar 

Download references

Acknowledgments

The authors thank all children and teachers who participated in this study, and are grateful to all student assistants for the collection of data. The authors are especially thankful to Eva Todisco for the professional proof read of this manuscript.

Author information

Authors and Affiliations

  1. Department of Educational Sciences, School of Educational and Social Sciences, University of Oldenburg, Ammerländer Heerstraße 114-118, 26129, Oldenburg, Germany

    Annette Lohbeck

  2. Centre of Clinical Psychology and Rehabilitation, University of Bremen, Grazer Str. 6, 28359, Bremen, Germany

    Dennis Nitkowski & Franz Petermann

Authors
  1. Annette Lohbeck
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dennis Nitkowski
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Franz Petermann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Annette Lohbeck.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lohbeck, A., Nitkowski, D. & Petermann, F. A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. Child Youth Care Forum 45, 887–904 (2016). https://doi.org/10.1007/s10566-016-9362-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-016-9362-1

Keywords

Search

Navigation