[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599066-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599066-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","student-anxiety-and-evaluation","Student Anxiety and Evaluation","","Student anxiety related to teaching and evaluation practices is a major concern on college campuses, driven by uncertainty about expected academic demands and students’ perceived ability to meet them. The report summarizes a pilot study examining correlations between evaluation anxiety and perceived evaluation accuracy across four disciplines, and tests whether academic self-efficacy mediates the link between anxiety and expected grades. Findings inform approaches that reduce anxiety and improve academic performance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-anxiety-and-evaluation/599066/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-anxiety-and-evaluation/599066.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the main sources of evaluation anxiety described in the report?","Question",{"text":63,"@type":64},"Evaluation anxiety is linked to student uncertainty about the nature of expected academic demands and confidence in meeting those demands.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does evaluative anxiety affect academic learning and performance?",{"text":68,"@type":64},"Evaluative anxiety reduces goal-focused attention and working memory, which affects preparation, performance, and reflection. It also impairs deep-level processing and can lead students to perform worse on evaluations requiring high cognitive involvement.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the pilot study investigate regarding evaluation anxiety?",{"text":72,"@type":64},"The pilot study examines correlations between evaluation anxiety and perceived evaluation accuracy across four disciplines and explores whether academic self-efficacy mediates the relationship between anxiety and expected grades.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599066,1792188745,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Student Anxiety and Evaluation  \nKerry Hull, Heather Lawford, Suzanne Hood, Vanessa Oliveira, Michele Murray, Maxime Trempe, Jamie Crooks, Murray Jensen  \nThe increased prevalence and severity of academic-related distress is of significant concern on college campuses. Ofparticular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices. Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation accuracy for different evaluation techniques across four different disciplines. We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade. Our results provide insight into methods to reduce anxiety and increase performance. We try to answer the question: “Should instructorsfocus their efforts on modifying their evaluation tools or increasing academic self-efficacy?”  \nLa prévalence et la gravité accrues de la détresse liée aux études sont une préoccupation importante sur les campus universitaires. L'angoisse liée auxpratiques d'enseignement etd'évaluation en classe estparticulièrement importantepour les instructeurs. Les sources d'angoisse de l'évaluation comprennent l'incertitude des étudiants quant à la nature des demandes attendues ainsi que leur capacité à répondre à ces demandes. Ce rapportprésente les résultats d'une étude pilote portant sur les corrélations entre l'anxiété de l'évaluation et la fidélité à l'évaluation perçue pour différentes techniques d'évaluation dans quatre disciplines différentes. Nous avons également examiné le rôle potentiel de médiation de l'auto-efficacité académique dans la relation entre l'anxiété et le grade attendu. Nos résultats donnent un aperçu des méthodespermettant de réduire l’anxiété etd’augmenter les performances. Nous essayons de répondre à la question : « Les instructeurs devraient-ils concentrer leurs efforts sur la modification de leurs outils d’évaluation ou sur l’amélioration de leur efficacité personnelle? »  \nPsychological distress is a growing problem on  \ncampuses, both in terms of prevalence and of  \nseverity (Deasy, Coughlan, Pironom, Jourdan, & Mannix-McNamara, 2014) . Academic factors are cited as significant stressors/causes of concern more than non-academic factors such as finances and personal relationships (Beiter et al., 2015; Deasy et al., 2014; Kumaraswamy, 2013) . While a certain amount of stress is unavoidable and potentially beneficial, a common response to stress is anxiety (Johnson, 2009) . Test anxiety is particularly  \nrelevant. It describes a set of responses experienced by students in evaluative situations resulting from concern about the consequences of poor performance/failure. While most commonly studied in the context of traditional exams, this concept can extend to any form of academic evaluation, including essays and oral presentations, and is thus often described as evaluative anxiety. Manifestations oftest anxiety can include cognitive responses such as worry and fear of failure, physiologic responses—also known as bodily-affective responses—such as  \nelevated heartbeat, and behavioral responses such as procrastination and avoidance of studying (Zeidner, 2007) .  \nApart from its impact on student well-being, evaluative anxiety also impacts academic performance (Baumeister, 1984; Ramirez & Beilock, 2011) . Indeed, student marks may reflect their ability to cope with evaluation anxiety as much as their skills and knowledge (Zeidner, 2007) . Anxiety reduces goal-focused attention (Mowbray, 2012) and working memory skills (Beilock, Kulp, Holt, & Carr, 2004), and thus impacts all stages of the learning process: preparation, performance, and reflection (Cassady, 2004) . Of particular concern is the impact of anxiety on how students learn: anxiety ","cbCaiaqTgfRLqEfn","https://ap.wps.com/l/cbCaiaqTgfRLqEfn","pdf",1207932,13,"English","# Background and relevance\n## Sources and impacts of evaluative anxiety\n## Anxiety effects on learning and performance\n# Evaluation formats and perceived accuracy\n## Open-ended assessments\n# Personality and self-efficacy mechanisms\n## Locus of control\n## Academic self-efficacy","[{\"question\":\"What are the main sources of evaluation anxiety described in the report?\",\"answer\":\"Evaluation anxiety is linked to student uncertainty about the nature of expected academic demands and confidence in meeting those demands.\"},{\"question\":\"How does evaluative anxiety affect academic learning and performance?\",\"answer\":\"Evaluative anxiety reduces goal-focused attention and working memory, which affects preparation, performance, and reflection. It also impairs deep-level processing and can lead students to perform worse on evaluations requiring high cognitive involvement.\"},{\"question\":\"What does the pilot study investigate regarding evaluation anxiety?\",\"answer\":\"The pilot study examines correlations between evaluation anxiety and perceived evaluation accuracy across four disciplines and explores whether academic self-efficacy mediates the relationship between anxiety and expected grades.\"}]","Student Anxiety and Evaluation | PDF",1792088110,33]