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dc.creatorRojas Torres, Luis
dc.creatorFurlan, Luis Alberto
dc.creatorSmith Castro, Vanessa
dc.creatorRojas Rojas, Guaner David
dc.date.accessioned2023-09-12T15:16:01Z
dc.date.available2023-09-12T15:16:01Z
dc.date.issued2023
dc.identifier.citationhttps://www.tandfonline.com/doi/full/10.1080/03054985.2023.2233901es_ES
dc.identifier.issn0305-4985
dc.identifier.issn1465-3915
dc.identifier.urihttps://hdl.handle.net/10669/89969
dc.description.abstractIt is widely known that test anxiety (TA) is associated with a decrease in test scores. The objective of this study is to provide evidence of the existence of two paths through which TA affects test scores: an indirect path that is associated with the mediation of the updating efficiency and a direct path moderated by the putting into perspective coping strategy. The study was conducted with a sample of 184 high school students who took an entrance exam for a university in Costa Rica. The structural equation modelling related to the theoretical approach was well adjusted, which provided evidence in favour of the hypotheses about the previously mentioned paths. Based on the results, the use of the putting into perspective coping strategy can help people with high TA levels reduce the effect of this emotion in test scores.es_ES
dc.language.isoenges_ES
dc.sourceOxford Review of Education, pp.1-13es_ES
dc.subjectREFRESHER COURSESes_ES
dc.subjectAPTITUDE TESTSes_ES
dc.subjectANXIETYes_ES
dc.subjectPERFORMANCEes_ES
dc.subjectCOPING STRATEGYes_ES
dc.titleAnxiety and performance during tests: the roles of coping and updatinges_ES
dc.typeartículo originales_ES
dc.identifier.doi10.1080/03054985.2023.2233901
dc.description.procedenceUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP)es_ES


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