@article{krispenz_how_2019,
	title = {How to {Reduce} {Test} {Anxiety} and {Academic} {Procrastination} {Through} {Inquiry} of {Cognitive} {Appraisals}: {A} {Pilot} {Study} {Investigating} the {Role} of {Academic} {Self}-{Efficacy}},
	volume = {10},
	issn = {1664-1078},
	shorttitle = {How to {Reduce} {Test} {Anxiety} and {Academic} {Procrastination} {Through} {Inquiry} of {Cognitive} {Appraisals}},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01917/full},
	doi = {10.3389/fpsyg.2019.01917},
	abstract = {Background and Objectives: Test anxiety can impair learning motivation and lead to procrastination. Control-value theory of achievement emotions (Pekrun, 2006) assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term. Design: Longitudinal quasi-randomized intervention control trial. Meth-ods: University students identified worry thoughts regarding a specific and frightening testing situation. Intervention participants (n = 40) explored their worry thoughts with the IBSR method. Participants of an active waitlist control group (n = 31) received the inter-vention after the study was completed. Dependent variables were assessed before and after the intervention as well as at the end of the term. Results: Data-analyses revealed that the IBSR intervention reduced test anxiety as well as subsequent academic procrasti-nation in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. Conclusions: Our findings provide preliminary evidence that IBSR might help individuals to cope with their test anxiety and procrastination.},
	language = {English},
	urldate = {2020-04-03},
	journal = {Frontiers in Psychology},
	author = {Krispenz, Ann and Gort, Cassandra and Schültke, Leonie and Dickhäuser, Oliver},
	year = {2019},
	keywords = {educational psychology, test anxiety, Academic self-efficacy, academic procrastination, Cognitive appraisals, inquiry-based stress reduction}
}

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Control-value theory of achievement emotions (Pekrun, 2006) assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term. Design: Longitudinal quasi-randomized intervention control trial. Meth-ods: University students identified worry thoughts regarding a specific and frightening testing situation. Intervention participants (n = 40) explored their worry thoughts with the IBSR method. Participants of an active waitlist control group (n = 31) received the inter-vention after the study was completed. Dependent variables were assessed before and after the intervention as well as at the end of the term. Results: Data-analyses revealed that the IBSR intervention reduced test anxiety as well as subsequent academic procrasti-nation in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. Conclusions: Our findings provide preliminary evidence that IBSR might help individuals to cope with their test anxiety and procrastination.","language":"English","urldate":"2020-04-03","journal":"Frontiers in Psychology","author":[{"propositions":[],"lastnames":["Krispenz"],"firstnames":["Ann"],"suffixes":[]},{"propositions":[],"lastnames":["Gort"],"firstnames":["Cassandra"],"suffixes":[]},{"propositions":[],"lastnames":["Schültke"],"firstnames":["Leonie"],"suffixes":[]},{"propositions":[],"lastnames":["Dickhäuser"],"firstnames":["Oliver"],"suffixes":[]}],"year":"2019","keywords":"educational psychology, test anxiety, Academic self-efficacy, academic procrastination, Cognitive appraisals, inquiry-based stress reduction","bibtex":"@article{krispenz_how_2019,\n\ttitle = {How to {Reduce} {Test} {Anxiety} and {Academic} {Procrastination} {Through} {Inquiry} of {Cognitive} {Appraisals}: {A} {Pilot} {Study} {Investigating} the {Role} of {Academic} {Self}-{Efficacy}},\n\tvolume = {10},\n\tissn = {1664-1078},\n\tshorttitle = {How to {Reduce} {Test} {Anxiety} and {Academic} {Procrastination} {Through} {Inquiry} of {Cognitive} {Appraisals}},\n\turl = {https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01917/full},\n\tdoi = {10.3389/fpsyg.2019.01917},\n\tabstract = {Background and Objectives: Test anxiety can impair learning motivation and lead to procrastination. Control-value theory of achievement emotions (Pekrun, 2006) assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term. Design: Longitudinal quasi-randomized intervention control trial. Meth-ods: University students identified worry thoughts regarding a specific and frightening testing situation. Intervention participants (n = 40) explored their worry thoughts with the IBSR method. Participants of an active waitlist control group (n = 31) received the inter-vention after the study was completed. Dependent variables were assessed before and after the intervention as well as at the end of the term. Results: Data-analyses revealed that the IBSR intervention reduced test anxiety as well as subsequent academic procrasti-nation in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. 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