Title |
Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations
|
---|---|
Published in |
Frontiers in Psychology, March 2016
|
DOI | 10.3389/fpsyg.2016.00485 |
Pubmed ID | |
Authors |
Alex Bertrams, Roy F. Baumeister, Chris Englert |
Abstract |
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. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Sweden | 2 | 29% |
Mexico | 1 | 14% |
United States | 1 | 14% |
Unknown | 3 | 43% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 6 | 86% |
Practitioners (doctors, other healthcare professionals) | 1 | 14% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 92 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 15 | 16% |
Researcher | 12 | 13% |
Student > Ph. D. Student | 12 | 13% |
Student > Bachelor | 10 | 11% |
Other | 6 | 7% |
Other | 17 | 18% |
Unknown | 20 | 22% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 38 | 41% |
Medicine and Dentistry | 4 | 4% |
Social Sciences | 4 | 4% |
Economics, Econometrics and Finance | 3 | 3% |
Mathematics | 3 | 3% |
Other | 16 | 17% |
Unknown | 24 | 26% |