Emotions during Performance Tests

Background

Test anxiety is common, affecting student well-being and performance (e.g., Ergene, 2003). Anxiety can be controlled through emotion regulation, the process by which people influence their emotional experiences (Gross, 1998). The efficacy of emotion regulation depends on whether people try to regulate their emotions, and the manner in which they do so. To date, research on emotion regulation and test anxiety has focused mainly on how people try to regulate their anxiety (e.g., Jacobs & Gross, 2014). We propose it is also important to focus on factors determining whether people try to regulate their anxiety.

Research Questions / Hypotheses

The experiment is still running – research questions / hypotheses will be revealed once data collection will be over.

Participants

54 began the study, 46 completed it, 26 passed the attention checks.

Methods

The experiment is still running – research method will be revealed once data collection will be over.

Results

The experiment is still running – results will be available once data collection will be over.

Implications

The current research strives to enrich the scientific literature on test anxiety. In addition, the current research might also have a practical contribution, pointing to a novel way to reduce test anxiety. The experiment is still running – more concrete implications will be revealed once data collection will be over.