Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations.
AuthorBertrams, A; Baumeister, RF; Englert, C
Source TitleFrontiers in Psychology
PublisherFrontiers Media SA
University of Melbourne Author/sBaumeister, Roy
AffiliationMelbourne Graduate School of Education
Document TypeJournal Article
CitationsBertrams, A., Baumeister, R. F. & Englert, C. (2016). Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations.. Front Psychol, 7 (MAR), pp.485-. https://doi.org/10.3389/fpsyg.2016.00485.
Access StatusOpen Access
Open Access at PMChttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC4815532
We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.
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