The Interplay Between Contingencies of Self-worth and Test Anxiety

• In Event: Postsecondary Math and Science Learning and Development

Abstract

Research in STEM persistence and achievement often centers on precursory influencers such as AP class history, GPA, and SAT performance; however motivational forces are also important in understanding performance in STEM. This study analyzes the relationship between contingencies of self-worth (CSW), test anxiety, and implicit theories, in determining performance trends amongst 456 students taking a STEM gateway chemistry course. Our findings suggest that students with higher CSW for science academics begin the semester with higher anxiety compared to lower CSW students. Furthermore, anxiety predicts poor grades for the high CSW students only – despite both CSW grouping experiencing similar increases in test anxiety through the semester.

Authors

• Mandy Kirchgessner, Temple University

• Tony C. Perez, Duke University

• Ting Dai, University of Illinois at Chicago

• Jennifer G. Cromley, Temple University