Coping with Test Anxiety and Academic Performance in High School and University: Two Studies in Brazil

Gonzaga, Luiz Ricardo Vieira; Ramos, Fabiana Pinheiro; de Lara Machado, Wagner; Cordeiro, Camila Rodrigues; Enumo, Sônia Regina Fiorim

doi:10.1007/978-3-031-12737-3_7

1553 Accesses

Abstract

Tests and assessments are events that generate anxiety and stress for most teenagers and young people, in high school and university. In the school environment, adaptive ways of coping are essential to deal with stressors typical of academic assessment situations, in addition to influencing student engagement and study behavior, thus affecting their academic performance. This chapter describes aspects of coping with test anxiety and its relationship with academic performance, illustrating with data from research conducted with high school and undergraduate students from two capital cities in the Brazilian Southeast. The results show the relationship between stress and anxiety in situations of school tests and their coping, and academic performance. Thus, they can contribute to the proposal of interventions that minimize the emotional states experienced by students in the context of academic assessments, or even expand and favor adaptive coping of these situations.

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

Access this chapter

Log in via an institution

Chapter: USD 29.95; Price excludes VAT (USA)

eBook: USD 129.00; Price excludes VAT (USA)

Softcover Book: USD 169.99; Price excludes VAT (USA)

Hardcover Book: USD 249.99; Price excludes VAT (USA)

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

Abella, R., & Heslin, R. (1989). Appraisal processes, coping, and the regulation of stress-related emotions in a college examination. Basic and Applied Social Psychology, 10(4), 311–327. https://doi.org/10.1207/s15324834basp1004_2
Article Google Scholar
Ariño, D. O., & Bardagi, M. P. (2018). Relação entre fatores acadêmicos e a saúde mental de estudantes universitários. Psicologia em Pesquisa, 12(3), 44–52. https://doi.org/10.24879/2018001200300544
Article Google Scholar
Associação Brasileira de Empresas de Pesquisa – ABEP. (2013). Critério de Classificação Econômica Brasil. Retrieved from http://www.abep.org/novo/Default.aspx
Au, E. W. (2015). Locus of control, self-efficacy, and the mediating effect of outcome control: Predicting course-level and global outcomes in an academic context. Anxiety, Stress, and Coping, 28(4), 425–444. https://doi.org/10.1080/10615806.2014.976761
Article PubMed Google Scholar
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., et al. (2018). WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–638. https://doi.org/10.1037/abn0000362
Article PubMed PubMed Central Google Scholar
Baqutayan, S. (2011). Stress and social support. Indian Journal of Psychological Medicine, 33(1), 29–34. https://doi.org/10.4103/0253-7176.85392
Article PubMed PubMed Central Google Scholar
Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43(8), 667–672. https://doi.org/10.1007/s00127-008-0345-x
Article PubMed Google Scholar
Carver, C. S., & Scheier, M. F. (1994). Situational coping and coping dispositions in a stressful transaction. Journal of Personality and Social Psychology, 66(1), 184–195. https://doi.org/10.1037/0022-3514.66.1.184
Article PubMed Google Scholar
Cassady, J. C., & Finch, W. H. (2015). Using factor mixture modeling to identify dimensions of cognitive test anxiety. Learning and Individual Differences, 41, 14–20. https://doi.org/10.1016/j.lindif.2015.06.002
Article Google Scholar
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094
Article Google Scholar
Chapell, M. S., Blanding, Z. B., Takahashi, M., Silverstein, M. E., Newman, B., Gubi, A., & Mccann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0663.97.2.268
Article Google Scholar
Conley, K. M., & Lehman, B. J. (2012). Test anxiety and cardiovascular responses to daily academic stressors. Stress and Health, 28(1), 41–50. https://doi.org/10.1002/smi.1399
Article PubMed Google Scholar
Connel, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness. A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Strouffe (Eds.), Minnesota symposium of child psychology: Self processes in development (Vol. 23, pp. 43–77). Lawrence Erlbaum.
Google Scholar
D’Avila, G. T., & Soares, D. H. P. (2003). Vestibular: Fatores geradores de ansiedade na “cena da prova”. Revista Brasileira de Orientação Profissional, 4(1/2), 105–116. Retrieved from http://pepsic.bvsalud.org/pdf/rbop/v4n1-2/v4n1-2a10.pdf
Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Book Google Scholar
Doron, J., Stephan, Y., Maiano, C., & Le Scanff, C. (2011). Motivational predictors of coping with academic examination. The Journal of Social Psychology, 151(1), 87–104. https://doi.org/10.1080/00224540903366768
Article PubMed Google Scholar
Duraku, Z. H., & Hoxha, L. (2018). Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance. Health Psychol Open, 5(2). https://doi.org/10.1177/2055102918799963
Edelmann, R. J., & Hardwick, S. (1986). Test anxiety, past performance and coping strategies. Personality and Individual Differences, 7(2), 255–257. https://doi.org/10.1016/0191-8869(86)90067-X
Article Google Scholar
Edwards, J. M., & Trimble, K. (1992). Anxiety, coping, and academic performance. Anxiety, Stress, and Coping, 5(4), 337–350. https://doi.org/10.1080/10615809208248370
Article Google Scholar
Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety and suicidality among university students. American Journal of Orthopsychiatry, 77(4), 534–542. https://doi.org/10.1037/0002-9432.77.4.534
Article PubMed Google Scholar
Endler, N. S., Kantor, L., & Parker, J. D. A. (1994). State-trait coping, state-trait anxiety and academic performance. Personality and Individual Differences, 16(5), 663–670. https://doi.org/10.1016/0191-8869(94)90208-9
Article Google Scholar
Feldman, L., Goncalves, L., Puignau, G. C. C., Zaragoza, J., Bagés, N., & De Paulo, J. (2008). Relaciones entre estrés académico, apoyo social, salud mental y rendimiento académico en estudiantes universitarios venezolanos. Universitas Psychologica, 7(3), 739–752. Retrieved from https://revistas.javeriana.edu.co/index.php/revPsycho/article/view/406
Google Scholar
Fife-Schaw, C. (2010). Princípios de estatística inferencial. In G. M. Breakwell, C. Fife-Schaw, S. Hammond, & J. A. Smith (Eds.), Métodos de Pesquisa em Psicologia (3th ed., pp. 382–405.; Felipe Rangel Elizalde, Trad.). Artmed.
Google Scholar
Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping on three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170. https://doi.org/10.1037/0022-3514.48.1.150
Article PubMed Google Scholar
Freire, H. B. G., & Noriega, J. A. V. (2011). Coping em estudantes universitários: Relação com áreas do conhecimento. Psicologia para América Latina, 21, 2–14. Retrieved from http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1870-350X2011000100002&lng=pt&tlng=pt
Google Scholar
Furlan, L. A. (2013). Eficacia de una intervención para disminuir la ansiedad frente a los exámenes en estudiantes universitarios argentinos. Revista Colombiana de Psicología, 22(1), 75–89. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0121-54692013000100006&lng=en&nrm=iso
Google Scholar
García-Ros, R., Pérez-González, F., Pérez-Blasco, J., & Natividad, L. A. (2012). Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad. Revista Latinoamericana de Psicología, 44(2), 143–154. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-05342012000200012&lng=en&tlng=es
Google Scholar
Gaudry, E., & Spielberger, C. D. (1971). Anxiety and educational achievement. Wiley.
Google Scholar
Gill, S. (2020). Academic achievement of senior secondary school students in relation to high and low anxiety. Studies in Indian Place Names, 40(40), 1459–1465. Retrieved from http://www.researchjournali.com/view.php?id=426
Google Scholar
Gonzaga, L. R. V. (2016). Enfrentando provas escolares: relações com problemas de comportamento e rendimento acadêmico no Ensino Médio. Doctorate thesis. Pontifícia Universidade Católica de Campinas. Retrieved from http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/850
Google Scholar
Gonzaga, L. R. V., & Enumo, S. R. F. (2018). Lidando com a ansiedade de provas: Avaliação e relações com o desempenho acadêmico. Boletim Academia Paulista de Psicologia, 38(95), 266–277. Retrieved from http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1415-711X2018000200014&lng=pt&tlng=pt
Google Scholar
Gonzaga, L. R. V., & Enumo, S. R. F. (2021). Baralho para ansiedade de provas: estratégias para lidar com situações de avaliação. Sinopsys Editora.
Google Scholar
Gonzaga, L. R. V., Enumo, S. R. F., & Silva, A. M. B. (2016). Ansiedade de provas em estudantes do Ensino Médio. Psicologia Argumento, 34(84), 76–88. https://doi.org/10.7213/psicol.argum.34.084.AO07
Article Google Scholar
Gonzaga, L. R. V., Enumo, S. R. F., & Machado, W. L. (2018). Stressors, test anxiety coping and academic performance of Brazilian high school students: A network analysis. In 6th International Congress of Educational Sciences and Development. Libro de Actas (p. 1000). Setúbal (Portugal): Asociación Española de Psicología Conductual (AEPC).
Google Scholar
Graner, K. M., & Cerqueira, A. T. A. R. (2019). Revisão integrativa: Sofrimento psíquico em estudantes universitários e fatores associados. Ciência & Saúde Coletiva, 24(4), 1327–1346. https://doi.org/10.1590/1413-81232018244.09692017
Article Google Scholar
Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., Gipson, P. Y., Campbell, A. J., & Wesrweholm, R. I. (2006). Stressors and child and adolescent psychopathology: Evidence of moderating and mediating effects. Clinical Psychology Review, 26(3), 257–283. https://doi.org/10.1016/j.cpr.2005.06.011
Article PubMed Google Scholar
Hancock, D. R. (2001). Effect of test anxiety and evaluative threats on students’ achievement and motivation. The Journal of Educational Research, 94(5), 284–290. https://doi.org/10.1080/00220670109598764
Article Google Scholar
Khalid, R., & Hasan, S. S. (2009). Test anxiety in high and low achievers. Pakistan Journal of Psychological Research, 24(2), 97–114. Retrieved from https://link.gale.com/apps/doc/A259960711/AONE?u=anon~a7319137&sid=googleScholar&xid=6fdc4ac1
Google Scholar
King, N. J., Ollendick, T. H., & Prins, P. J. M. (2000). Test anxious children and adolescents: Psychopathology, cognition, and psychological reactivity. Behavior Change, 17(3), 134–142. https://doi.org/10.1375/bech.17.3.134
Article Google Scholar
Latifa, T. A. A., Nermim, M. E., & Sanaa, M. S. (2012). Test anxiety, and skills of time management among faculty nursing students. Journal of American Science, 8(4), 261–269. Retrieved from http://www.jofamericanscience.org/journals/am-sci/am0804/035_8495am0804_261_269.pdf
Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. Springer.
Google Scholar
Lees, D. C. (2007). An empirical investigation of the motivational theory of coping in middle to late childhood. Doctorate thesis of philosophy in clinical psychology, School of Psychology. Griffith University. Retrieved from https://research-repository.griffith.edu.au/bitstream/handle/10072/366877/02Whole.pdf?sequence=1
Google Scholar
Liu, Y., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X., & Pan, C. (2021). The relationship between test anxiety and emotion regulation: The mediating effect of psychological resilience. Annals of General Psychiatry, 20(1), 40. https://doi.org/10.1186/s12991-021-00360-4
Article PubMed PubMed Central Google Scholar
Lufi, D., & Darliuk, L. (2005). The interactive effect of test anxiety and learning disabilities among adolescents. International Journal of Educational Research, 43(4–5), 236–249. https://doi.org/10.1016/j.ijer.2006.06.004
Article Google Scholar
Masson, A. M., Hoyois, P., Pcadot, M., Nahama, V., Petit, F., & Ansseau, M. (2004). Girls are more successful than boys at the university: Gender group differences in models integrating motivational and aggressive components correlated with test-anxiety. Encephale, 30(1), 1–15. https://doi.org/10.1016/S0013-7006(04)95410-3
Article PubMed Google Scholar
Methia, D. (2004). Help your child overcome test anxiety and achieve higher test scores. Virtualbookworm.com Publishing.
Google Scholar
Morais, L. M., Mascarenhas, S. A. N., & Ribeiro, J. L. P. (2010). Diagnóstico do estresse, ansiedade e depressão em universitários: Desafios para um serviço de orientação e promoção da saúde psicológica na universidade - Um estudo com estudantes da UFAM-Brasil. AMAzônica, 4(1), 55–76. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=4028883
Google Scholar
Nicholson, A. M. (2009). Effects of test anxiety on student achievement (ACT) for college bound students. Master Dissertation. Trevecca Nazarene University, Education Department.
Google Scholar
Oludipe, B. (2009). Influence of test anxiety on performance levels on numerical tasks of secondary school physics students: Academic leadership. Online Journal, 7(4), 63–74. Retrieved from https://scholars.fhsu.edu/alj/vol7/iss4/19
Google Scholar
Piemontesi, S. E., Heredia, D. E., Furlan, L. A., Sánchez-Rosas, J., & Martínez, M. (2012). Ansiedad ante los exámenes y estilos de afrontamiento ante el estrés académico en estudiantes universitários. Anales de Psicología, 28(1), 89–96. https://doi.org/10.6018/140562
Article Google Scholar
Putwain, D. W. (2009). Situated and contextual features of test anxiety in UK adolescent students. School Psychology International, 30(56), 56–74. https://doi.org/10.1177/0143034308101850
Article Google Scholar
Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554–570. https://doi.org/10.1080/03055698.2014.953914
Article Google Scholar
Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). ‘Sink or swim’: Buoyancy and coping in the cognitive test anxiety – Academic performance relationship. Educational Psychology, 36(10), 1807–1825. https://doi.org/10.1080/01443410.2015.1066493
Article Google Scholar
Ramos, F. P., Enumo, S. R. F., & Paula, K. M. P. (2015). Teoria Motivacional do Coping: Uma proposta desenvolvimentista de análise do enfrentamento do estresse. Estudos de Psicologia, 32(2), 269–279. https://doi.org/10.1590/0103-166X2015000200011
Article Google Scholar
Ramos, F. P., Andrade, A. L., Jardim, A. P., Ramalhete, J. M. N., Pirola, G. P., & Egert, C. (2018a). Intervenções psicológicas com universitários em serviços de apoio ao estudante. Revista Brasileira de Orientação Profissional, 19(2), 221–232.
Article Google Scholar
Ramos, F. P., Jardim, A. P., Gomes, A. C. P., & Lucas, J. N. (2018b). Desafios na trajetória acadêmica e apoio psicológico ao estudante universitário: Contribuições de dois Projetos de Extensão. Revista Guará, 10, 57–67. Retrieved from https://periodicos.ufes.br/guara/article/view/15783/13678
Google Scholar
Ramos, F. P., Kuster, N. S., Lucas, J. N., & Nascimento, C. P. (2019). Oficina de controle de ansiedade e enfrentamento do estresse com universitários. Revista Psi UNISC, 3(1), 121–140. Retrieved from https://online.unisc.br/seer/index.php/psi/article/view/12621
Article Google Scholar
Ramos, F. P., Drumond, N. C., Rossi, C. C., Pinto, A. L., & Andrade, A. A. (2021). Oficinas em grupo para promoção da saúde mental em universitários: Resultados de intervenções analítico-comportamentais. In S. R. Marcon & T. L. Dias (Eds.), Saúde mental no contexto universitário: Contribuições para um diálogo (pp. 160–174). EdUFMT.
Google Scholar
Rana, R. A., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education & Research, 32(2), 63–74. Retrieved from https://ssrn.com/abstract=2362291
Google Scholar
Rodrigues, D. G., & Pelisoli, C. (2008). Ansiedade em vestibulandos: Um estudo exploratório. Revista de Psiquiatria Clínica, 35(5), 171–177. https://doi.org/10.1590/S0101-60832008000500001
Article Google Scholar
Sahão, F. T., & Kienen, N. (2021). Adaptação e saúde mental do estudante universitário: Revisão sistemática da literatura. Psicologia Escolar e Educacional, 25, 224-238. https://doi.org/10.1590/2175-35392021224238.
Sarason, I. G. (1958). Interrelationships among individual difference variables, behavior in psychotherapy, and verbal conditioning. Journal of Abnormal and Social Psychology, 56(3), 339–344. https://doi.org/10.1037/h0048353
Article Google Scholar
Seidl, E. M. F., Tróccoli, B. T., & Zannon, C. M. L. C. (2001). Análise fatorial de uma medida de estratégias de enfrentamento. Psicologia: Teoria e Pesquisa, 17(3), 225–234. https://doi.org/10.1590/S0102-37722001000300004
Article Google Scholar
Serrano-Pintado, I., & Escolar-Llamazares, M. C. (2014). Description of the general procedure of a stress inoculation program to cope with the test anxiety. Psychology, 5, 956–965. https://doi.org/10.4236/psych.2014.58106
Article Google Scholar
Silva, D. R., Panosso, I. R., & Donadon, M. F. (2018). Ansiedade em universitários: Fatores de risco associados e intervenções – Uma revisão crítica da literatura. Psicologia Saberes & Práticas, 2(1), 1–10. Retrieved from http://unifafibe.com.br/revistasonline/arquivos/psicologiasaberes&praticas/sumario/64/16012019150843.pdf
Google Scholar
Skinner, E. A., & Saxton, E. A. (2019). The development of academic coping in children and youth: A comprehensive review and critique. Developmental Review, 53, 100870. https://doi.org/10.1016/j.dr.2019.100870
Article Google Scholar
Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivacional perspective. In D. L. Featherman, R. M. Lerner, & M. Perlmutter (Eds.), Life-span development and behavior (Vol. v. 12, pp. 91–133). Lawrence Erlbaum Associates.
Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119–144. https://doi.org/10.1146/annurev.psych.58.110405.085705
Article PubMed Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping: Stress, neurophysiology, social relationships, and resilience during childhood and adolescence. Springer.
Book Google Scholar
Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psycological Bulletin, 129(2), 216–269. https://doi.org/10.1037/0033-2909.129.2.216
Article Google Scholar
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781. https://doi.org/10.1037/a0012840
Article Google Scholar
Skinner, E. A., Pitzer, J., & Steele, J. (2013). Coping as part of motivational resilience in school: A multidimensional measure of families, allocations, and profiles of academic coping. Educational and Psychological Measurement, 73(5), 803–835. https://doi.org/10.1177/0013164413485241
Article Google Scholar
Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress, and Coping, 17(3), 213–226. https://doi.org/10.1037/0022-3514.50.5.992
Article Google Scholar
Strack, J., & Esteves, F. (2015). Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals. Anxiety, Stress, and Coping, 28(2), 205–214. https://doi.org/10.1080/10615806.2014.931942
Article PubMed Google Scholar
Yousefi, F., & Redzuan, M. (2010). The effect of test-anxiety on memory among Iranian high school students. International Journal of Psychological Studies, 2(1), 137–141. https://doi.org/10.5539/ijps.v2n1p137
Article Google Scholar
Yumatov, E. A., Kuz’menko, V. A., Badikov, V. I., Glazachev, O. S., & Ivanova, L. I. (2001). Emotional stress in students during examinations. Human Physiology, 27(2), 221–227. https://doi.org/10.1023/A:1011039702932
Article Google Scholar
Zeidner, M. (1995). Coping with examination stress: Resources, strategies, and outcomes. Anxiety, Stress and Coping, 8(4), 279–298. https://doi.org/10.1111/j.2044-8279.1996.tb01181.x
Article Google Scholar
Zeidner, M. (1998). Test anxiety: The state of the art. Plenum Press.
Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2008). Adolescents coping with stress: Development and diversity. The Prevention Researcher, 15(4), 3–7. Retrieved from https://link.gale.com/apps/doc/A191015331/HRCA?u=anon~9bc8fde5&sid=googleScholar&xid=594ccb92.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). Review: The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development , 35(1), 1–17. https://doi.org/10.1177/0165025410384923.

Download references

Author information

Authors and Affiliations

Department of Psychology, Pontifical Catholic University of Campinas (PUC-Campinas), Campinas, SP, Brazil
Luiz Ricardo Vieira Gonzaga
Professor and Collaborating Psychologist at the Federal University of São Paulo, São Paulo, SP, Brazil
Luiz Ricardo Vieira Gonzaga
Department of Psychology, Federal University of Espírito Santo (UFES), Vitória, ES, Brazil
Fabiana Pinheiro Ramos
Professor at the Department of Psychology and the Graduate Program in Psychology at UFES, Vitória, ES, Brazil
Fabiana Pinheiro Ramos
Department of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil
Wagner de Lara Machado
Professor of the Graduate Program in Psychology and the Graduate Program in Administration at the Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brazil
Wagner de Lara Machado
Department of Psychology, Federal University of Espírito Santo (UFES), Vitória, Brazil
Camila Rodrigues Cordeiro
Department of Psychology, University of São Paulo, São Paulo, SP, Brazil
Sônia Regina Fiorim Enumo
Emeritus Professor of UFES, Professor of the Graduate Program in Psychology and the Graduate Program in Health Sciences at the Pontifical Catholic University of Campinas (PUC-Campinas), Campinas, SP, Brazil
Sônia Regina Fiorim Enumo

Authors

Luiz Ricardo Vieira Gonzaga
View author publications
You can also search for this author in PubMed Google Scholar
Fabiana Pinheiro Ramos
View author publications
You can also search for this author in PubMed Google Scholar
Wagner de Lara Machado
View author publications
You can also search for this author in PubMed Google Scholar
Camila Rodrigues Cordeiro
View author publications
You can also search for this author in PubMed Google Scholar
Sônia Regina Fiorim Enumo
View author publications
You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

Center for Integrated Mental Health Care (CIMHC) Federal University of Sao Paulo, São Paulo, São Paulo, Brazil
Luiz Ricardo Vieira Gonzaga
Pontifical Catholic University of Campinas, Campinas, São Paulo, Brazil
Letícia Lovato Dellazzana-Zanon
University of Sorocaba – UNISO, São Paulo, Brazil
Andressa Melina Becker da Silva

Rights and permissions

Reprints and permissions

Copyright information

About this chapter

Cite this chapter

Gonzaga, L.R.V., Ramos, F.P., de Lara Machado, W., Cordeiro, C.R., Enumo, S.R.F. (2022). Coping with Test Anxiety and Academic Performance in High School and University: Two Studies in Brazil. In: Gonzaga, L.R.V., Dellazzana-Zanon, L.L., Becker da Silva, A.M. (eds) Handbook of Stress and Academic Anxiety. Springer, Cham. https://doi.org/10.1007/978-3-031-12737-3_7

Download citation

DOI: https://doi.org/10.1007/978-3-031-12737-3_7
Published: 11 November 2022
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-12736-6
Online ISBN: 978-3-031-12737-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)

Publish with us

Policies and ethics