Abstract
152 middle school students were recruited to investigate the relationship among achievement goal orientation, test anxiety and WM. Correlation analysis indicated that each orientation of 2 × 2 achievement goal frameworks had a distinctively relationship pattern with test anxiety and WM span. Performance-approach goal was negatively related to test anxiety and positively to WM span. Mastery-approach goal had no correlation with worry, emotionality and WM span. Performance-avoidance goal was positively related to worry and emotionality, and negatively to WM span. Mastery-avoidance goal was positively related to worry and emotionality. Furthermore, Structural equation modeling analysis showed test anxiety was a mediator between performance-approach goal and WM, between performance-avoidance and WM. Emotionality was a significant mediator between Performance-approach, Performance-avoidance goal and WM, but worry was not.
| Keywords: | achievement goal orientation; test anxiety; working memory (WM); mediating effect |
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