@article{SotardiBoschBrogt2020,
  author    = {Sotardi, Valerie A. and Bosch, Jannis and Brogt, Erik},
  title     = {Multidimensional influences of anxiety and assessment type on task performance},
  series = {Social psychology of education : an international journal},
  volume    = {23},
  journal   = {Social psychology of education : an international journal},
  number    = {2},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1381-2890},
  doi       = {10.1007/s11218-019-09508-3},
  pages     = {499 -- 522},
  year      = {2020},
  abstract  = {We examined state evaluation anxiety, trait evaluation anxiety, and neuroticism in relation to New Zealand first-year university students' (n = 234) task performance on either a test or essay assessment. For both assessment types, the underlying components of state evaluation anxiety (cognitive worry, emotionality, and distraction) reflect linear-as opposed to nonlinear-associations with task performance. Results of several regression models show differential effects of both state evaluation anxiety and neuroticism on task performance depending on the assessment type. The multi-dimensionality of anxiety and its relative contribution on task performance across authentic types of assessment are discussed.},
  language  = {en}
}
@article{SchachnerSchwarzenthalvandeVijveretal.2019,
  author    = {Schachner, Maja Katharina and Schwarzenthal, Miriam Jelena and van de Vijver, Fons J. R. and Noack, Peter},
  title     = {How all students can belong and achieve},
  series = {The journal of educational psychology},
  volume    = {111},
  journal   = {The journal of educational psychology},
  number    = {4},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000303},
  pages     = {703 -- 716},
  year      = {2019},
  abstract  = {As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students' diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61\% of immigrant background; Mage = 11.53, SDage = 0.73, 52\% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools.},
  language  = {en}
}