Test anxiety in adolescent students: different responses according to the components of anxiety as a function of sociodemographic and academic variables

Torrano Martínez, Rosa; Ortigosa Quiles, Juan Manuel; Riquelme Marín, Antonio; Méndez Carrilo, Francisco Javier; López Pina, José Antonio

Publication:
Test anxiety in adolescent students: different responses according to the components of anxiety as a function of sociodemographic and academic variables

dc.contributor.author	Torrano Martínez, Rosa
dc.contributor.author	Ortigosa Quiles, Juan Manuel
dc.contributor.author	Riquelme Marín, Antonio
dc.contributor.author	Méndez Carrilo, Francisco Javier
dc.contributor.author	López Pina, José Antonio
dc.contributor.department	Personalidad, Evaluación y Tratamiento Psicológicos
dc.contributor.other	Facultades de la UMU::Facultad de Psicología y Logopedia
dc.date.accessioned	2026-01-20T11:22:47Z
dc.date.available	2026-01-20T11:22:47Z
dc.date.copyright	© 2020 Torrano, Ortigosa, Riquelme, Méndez and López-Pina
dc.date.issued	2020-12-15
dc.description.abstract	Objective: Test anxiety (TA) is a construct that has scarcely been studied based on Lang’s three-dimensional model of anxiety. The objective of this article is to investigate the repercussion of sociodemographic and academic variables on different responses for each component of anxiety and for the type of test in adolescent students. Method: A total of 1181 students from 12 to 18 years old (M = 14.7 and SD = 1.8) participated, of whom 569 were boys (48.2%) and 612 girls (51.8%). A sociodemographic questionnaire and the Cuestionario de Ansiedad ante los examenes-Adaptado (CAEX-A) [Test Anxiety Questionnaire-Adapted] an adaptation for Spanish secondary school levels (ESO) and Bachillerato were administered. Results: Girls scored higher on the cognitive and physiological components of TA than boys, the intensity of the physiological response increasing with age. Bachillerato level students reported more physiological anxiety than those of ESO level. Students with better marks in the previous year presented more anxiety in the cognitive component, while those who obtained the lower mark presented higher anxiety values in the behavioral component. Participants reported that the types of tests that cause them more anxiety were oral tests in front of the class, oral presentation in front of a panel, and mathematics tests. Conclusion: Adolescents show a differential response of TA based on the physiological, cognitive and motor components, mediated by the variables of gender, age, grade, academic performance and type of exam. These results serve to design specific intervention programs to manage anxiety in situations of academic assessment.
dc.format	application/pdf
dc.format.extent	8
dc.identifier.citation	Frontiers in Psychology, 2020, Vol. 11: 612270. doi: 10.3389/fpsyg.2020.612270
dc.identifier.doi	https://doi.org/10.3389/fpsyg.2020.612270
dc.identifier.uri	http://hdl.handle.net/10201/189109
dc.language	eng
dc.publisher	Frontiers Media
dc.relation	Sin financiación externa a la Universidad
dc.relation.publisherversion	https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.612270/full
dc.rights	Attribution 4.0 International	*
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Adolescents
dc.subject	Text anxiety
dc.subject	Age
dc.subject	Gender
dc.subject	Type of exam
dc.subject.ods	Objetivo 4: Educación
dc.title	Test anxiety in adolescent students: different responses according to the components of anxiety as a function of sociodemographic and academic variables
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
dspace.entity.type	Publication	es
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