Department of Social and Psychological Sciences, Edge Hill University, UK.
Br J Educ Psychol. 2012 Jun;82(Pt 2):207-24. doi: 10.1111/j.2044-8279.2011.02021.x. Epub 2011 Feb 5.
Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure.
To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.
Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology.
Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only.
These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety.
先前的研究表明，对失败的预期与更高的考试焦虑以及基于对失败的恐惧的成就目标有关。
基于 Elliot 和 Pekrun（2007）的研究，检验这样一种假设，即感知能力与考试焦虑之间的关系是通过成就目标取向来调节的。
在完成 A 级心理学课程后，从 275 名继续教育学生中收集了自我报告数据。
能力信念与考试焦虑的担忧和紧张成分呈负相关，这既直接通过回避表现目标，也间接地通过回避掌握目标来实现。掌握回避目标仅为能力信念与担忧之间提供了间接途径。
这些发现为 Elliot 和 Pekrun（2007）的模型提供了部分支持。尽管在掌握回避和回避表现目标方面发现了显著的中介效应，但它们很小，可能还有其他机制可以解释能力信念与考试焦虑之间的关系。
