This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will examine the role of different factors, such as general anxiety levels and working memory capacity in predicting significant test anxiety. The study will also take a closer look at individual cases that don’t fit the usual patterns, exploring whether background, demographics, or other characteristics might explain these differences. By better understanding the link between test anxiety and cognitive function, this research aims to support the development of interventions that can help students overcome anxiety’s impact on academic performance.
","abstract_html":"<p>This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will examine the role of different factors, such as general anxiety levels and working memory capacity in predicting significant test anxiety. The study will also take a closer look at individual cases that don’t fit the usual patterns, exploring whether background, demographics, or other characteristics might explain these differences. By better understanding the link between test anxiety and cognitive function, this research aims to support the development of interventions that can help students overcome anxiety’s impact on academic performance.</p>","abstract_has_math":false,"creators":["Williams, Des'Tiana S"],"institution":null,"degree_name":"Doctor of Philosophy - School Psychology","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Dr. Luis Aguerrevere","Dr. Nicole Baker","Dr. Frankie Clark"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-01T07:00:00Z","date_published":"2025-07-01T07:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["test anxiety","anxiety","working memory","academic performance","cognitive function","BASC-3","Accessibility","Adult and Continuing Education","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Elementary Education","Elementary Education and Teaching","Higher Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Mental and Social Health","Other Psychiatry and Psychology","Psychiatric and Mental Health","Psychoanalysis and Psychotherapy","Secondary Education","Secondary Education and Teaching","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/632","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Luis Aguerrevere","Dr. Nicole Baker","Dr. Frankie Clark"]},{"key":"dc:creator","label":"Author","values":["Williams, Des'Tiana S"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["test anxiety","anxiety","working memory","academic performance","cognitive function","BASC-3","Accessibility","Adult and Continuing Education","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Elementary Education","Elementary Education and Teaching","Higher Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Mental and Social Health","Other Psychiatry and Psychology","Psychiatric and Mental Health","Psychoanalysis and Psychotherapy","Secondary Education","Secondary Education and Teaching","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/632"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will examine the role of different factors, such as general anxiety levels and working memory capacity in predicting significant test anxiety. The study will also take a closer look at individual cases that don’t fit the usual patterns, exploring whether background, demographics, or other characteristics might explain these differences. By better understanding the link between test anxiety and cognitive function, this research aims to support the development of interventions that can help students overcome anxiety’s impact on academic performance.
"]},{"key":"dc:title","label":"Title","values":["EVALUATING THE PREDICTIVE VALUE OF BASC-3 ANXIETY SCALE AND WORKING MEMORY INDEX SCORES FOR CLINICALLY SIGNIFICANT TEST ANXIETY: A COMPREHENSIVE ANALYSIS OF NON-CLASSIFIABLE CASES"]}]}],"canonical_facts":{"dc:contributor":["Dr. Luis Aguerrevere","Dr. Nicole Baker","Dr. Frankie Clark"],"dc:creator":["Williams, Des'Tiana S"],"dc:date.available":["2025-08-05T07:00:00Z"],"dc:description.abstract":["This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will examine the role of different factors, such as general anxiety levels and working memory capacity in predicting significant test anxiety. The study will also take a closer look at individual cases that don’t fit the usual patterns, exploring whether background, demographics, or other characteristics might explain these differences. By better understanding the link between test anxiety and cognitive function, this research aims to support the development of interventions that can help students overcome anxiety’s impact on academic performance.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/632"],"dc:subject":["test anxiety","anxiety","working memory","academic performance","cognitive function","BASC-3","Accessibility","Adult and Continuing Education","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Elementary Education","Elementary Education and Teaching","Higher Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Mental and Social Health","Other Psychiatry and Psychology","Psychiatric and Mental Health","Psychoanalysis and Psychotherapy","Secondary Education","Secondary Education and Teaching","Special Education and Teaching"],"dc:title":["EVALUATING THE PREDICTIVE VALUE OF BASC-3 ANXIETY SCALE AND WORKING MEMORY INDEX SCORES FOR CLINICALLY SIGNIFICANT TEST ANXIETY: A COMPREHENSIVE ANALYSIS OF NON-CLASSIFIABLE CASES"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy - School Psychology"]},"updated_at":"2026-07-24T04:30:49Z"}