The relative contributions of examination-taking coping strategies and study coping strategies to test anxiety: A concurrent analysis

Both examination-taking coping strategies and study coping strategies are determinants of test anxiety. This study examines the contributions made by these two types of coping strategies on the anxiety/performance relationship, under two types of examination conditions. Twenty-six graduate students, who were enrolled in an intermediate-level statistics course, were assigned randomly to either an untimed or a timed examination condition. Both types of coping strategies made a significant contribution in explaining variance in test anxiety. Overall, students in the timed condition performed more poorly than did students in the untimed condition. A significant interaction was found between examination-taking coping strategies and examination condition: Students with poor coping strategies did not perform as well in the timed as in the untimed condition. No such interaction was found between study coping strategies and examination condition. The results appear consistent with an information-processing interpretation, which suggests that different processes related to test anxiety affect examination performance. Implications for counselors assisting students with inadequate coping strategies are discussed.