Influences on Test Anxiety
Academic Level at Time of Presentation
Senior
Major
Psychology
Minor
Chemistry
List all Project Mentors & Advisor(s)
Dr. Jordan
Presentation Format
Oral Presentation
Abstract/Description
The purpose of this research project was to determine if students in a college environment demonstrate significant test anxiety, possibly as a function of their level of intolerance of uncertainty and their individual coping styles. Prior findings have suggested a positive association between intolerance of uncertainty and test anxiety in a sample of Chinese high school students, with this relationship being mediated by individual coping styles and perceived social support (Lin et al., 2021). However, to our knowledge, these relationships have not been examined in college students in a U.S. sample. To this end, we recruited undergraduate psychology students (N = 296) via the SONA system at Murray State to examine the relationships between test anxiety, intolerance of uncertainty, and different coping styles. It was hypothesized that (1) students who endorse higher levels of intolerance of uncertainty would also endorse higher levels of test anxiety. It was also hypothesized that (2) one’s coping style would mediate the relationship between intolerance of uncertainty and test anxiety, such that higher levels of intolerance of uncertainty would be associated with higher focus on and venting of emotions, which, in turn, would be associated with higher test anxiety. (3) Conversely, participants who cope through planning would endorse less intolerance of uncertainty and, therefore, less test anxiety. (4) Additionally, participants who cope using humor would endorse less intolerance of uncertainty and, therefore, less test anxiety. Furthermore, (5) students who endorse having less social support would endorse higher levels of test anxiety. Correlations indicated that Hypothesis 1 was supported, given there was a significant, positive association between intolerance of uncertainty and test anxiety, r(295) = .43, p < .001. Hypotheses 2, 3, and 4, however, were not supported by mediation analyses. That is, coping via emotion-based, problem-based, or humor-based coping did not significantly mediate the relationship between intolerance of uncertainty and test anxiety. Hypothesis 5 was supported, such that students who endorsed having less social support endorsed higher levels of test anxiety, r(205) = -.19, p < .01. Overall, findings suggest targeting intolerance of uncertainty and improving social support in college students may be associated with reduced levels of test anxiety, and future research investigating these associations more systematically is warranted.
Fall Scholars Week 2022 Event
Psychology: Completed Projects
Influences on Test Anxiety
The purpose of this research project was to determine if students in a college environment demonstrate significant test anxiety, possibly as a function of their level of intolerance of uncertainty and their individual coping styles. Prior findings have suggested a positive association between intolerance of uncertainty and test anxiety in a sample of Chinese high school students, with this relationship being mediated by individual coping styles and perceived social support (Lin et al., 2021). However, to our knowledge, these relationships have not been examined in college students in a U.S. sample. To this end, we recruited undergraduate psychology students (N = 296) via the SONA system at Murray State to examine the relationships between test anxiety, intolerance of uncertainty, and different coping styles. It was hypothesized that (1) students who endorse higher levels of intolerance of uncertainty would also endorse higher levels of test anxiety. It was also hypothesized that (2) one’s coping style would mediate the relationship between intolerance of uncertainty and test anxiety, such that higher levels of intolerance of uncertainty would be associated with higher focus on and venting of emotions, which, in turn, would be associated with higher test anxiety. (3) Conversely, participants who cope through planning would endorse less intolerance of uncertainty and, therefore, less test anxiety. (4) Additionally, participants who cope using humor would endorse less intolerance of uncertainty and, therefore, less test anxiety. Furthermore, (5) students who endorse having less social support would endorse higher levels of test anxiety. Correlations indicated that Hypothesis 1 was supported, given there was a significant, positive association between intolerance of uncertainty and test anxiety, r(295) = .43, p < .001. Hypotheses 2, 3, and 4, however, were not supported by mediation analyses. That is, coping via emotion-based, problem-based, or humor-based coping did not significantly mediate the relationship between intolerance of uncertainty and test anxiety. Hypothesis 5 was supported, such that students who endorsed having less social support endorsed higher levels of test anxiety, r(205) = -.19, p < .01. Overall, findings suggest targeting intolerance of uncertainty and improving social support in college students may be associated with reduced levels of test anxiety, and future research investigating these associations more systematically is warranted.