Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence)

Autor/inn/en	Chamorro-Premuzic, Tomas; Ahmetoglu, Gorkan; Furnham, Adrian
Titel	Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence)
Quelle	In: Learning and Individual Differences, 18 (2008) 2, S.258-263 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2007.09.002
Schlagwörter	Personality Traits; Individual Differences; Psychological Evaluation; Structural Equation Models; Social Psychology; Gender Differences; Test Anxiety; Intelligence; Self Concept; College Students; Foreign Countries; Predictor Variables; Neurosis; United Kingdom; United States + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Individueller Unterschied; Psychosoziale Beurteilung; Sozialpsychologie; Geschlechterkonflikt; Examination phobia; Testangst; Prüfungsangst; Intelligenz; Klugheit; Selbstkonzept; Collegestudent; Ausland; Prädiktor; Neurose; Großbritannien; USA
Abstract	This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). "Stress, anxiety and cognitive interference: Reactions to tests." "Journal of Personality and Social Psychology," 46, 929-938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae, R.R. (1992). "Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI): Professional manual." "Odessa: Psychological Assessment Resources."], core self-evaluations (CSE) [Judge, T.A., Erez, A., Bono, J.E., & Thoreson, C.J. (2003). "The Core Self-Evaluation Scale: Development of a measure." "Personnel psychology," 56, 303-331.], and self-assessed intelligence (SAI) [Furnham, A. (2001). "Self-estimates of intelligence: Culture and gender difference in self and other estimates of both general (g) and multiple intelligences." "Personality and Individual Differences," 31, 1381-1405.] in a sample of 388 US and UK university students. Structural equation models showed that TA was largely a function of Neuroticism, and that CSE and SAI do not contribute to the prediction of TA over established personality traits. Furthermore, the relationship between CSE and TA was fully accounted for by personality traits, whereas SAI was not a significant predictor of TA. The results undermine the notion that self-beliefs affect TA and suggest that wider dispositions play a salient role determining individual differences in TA. Theoretical and applied implications are discussed, particularly in regards to educational settings. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10