title: Coping and academic problem-solving ability in test anxiety.
abstract: The present study examined coping tendencies and perceptions of problem-solving ability in test anxiety. A sample of 125 students completed the revised Ways of Coping Questionnaire, the Academic Problem-Solving Inventory, and measures of state and trait test anxiety. Correlational analyses confirmed that emotion-focused coping (i.e., avoidant and confrontive coping) was associated positively with test anxiety. Also, test-anxious individuals reported poorer ability to solve academic problems. Finally, regression analyses revealed that coping tendencies and perceived problem-solving ability predicted unique variance in test-anxiety scores. The results are discussed in terms of the need for a multidimensional model of test anxiety that includes coping processes and self-evaluations of problem-solving ability.
authors.affiliation: Erindale College, University of Toronto.
authors.forename: K R
authors.initials: KR
authors.lastname: Blankstein
authors.forename: G L
authors.initials: GL
authors.lastname: Flett
authors.forename: M S
authors.initials: MS
authors.lastname: Watson
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D000328:Adult; D001007:Anxiety / Q000523:psychology*; D001076:Aptitude; D003674:Defense Mechanisms; D005260:Female; D006801:Humans; D008297:Male; D010555:Personality Inventory / Q000706:statistics & numerical data; D011340:Problem Solving; D011594:Psychometrics; D013732:Test Anxiety Scale / Q000706:statistics & numerical data*