TY  - JOUR
A1  - Sotardi, Valerie A.
A1  - Bosch, Jannis
A1  - Brogt, Erik
T1  - Multidimensional influences of anxiety and assessment type on task performance
JF  - Social psychology of education : an international journal
N2  - 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.
KW  - anxiety
KW  - performance
KW  - test
KW  - writing
KW  - university
KW  - achievement
KW  - personality
Y1  - 2020
U6  - https://doi.org/10.1007/s11218-019-09508-3
SN  - 1381-2890
SN  - 1573-1928
VL  - 23
IS  - 2
SP  - 499
EP  - 522
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Schwarzenthal, Miriam Jelena
A1  - van de Vijver, Fons J. R.
A1  - Noack, Peter
T1  - How all students can belong and achieve
BT  - Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany
JF  - The journal of educational psychology
N2  - 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.
KW  - achievement
KW  - cultural diversity climate
KW  - life satisfaction
KW  - multiethnic schools
KW  - school belonging
Y1  - 2019
U6  - https://doi.org/10.1037/edu0000303
SN  - 0022-0663
SN  - 1939-2176
VL  - 111
IS  - 4
SP  - 703
EP  - 716
PB  - American Psychological Association
CY  - Washington
ER  -