TY - JOUR
T1 - When anxiety becomes my propeller
T2 - Mental toughness moderates the relation between academic anxiety and academic avoidance
AU - Hasty, Leslie M.
AU - Malanchini, Margherita
AU - Shakeshaft, Nicholas
AU - Schofield, Kerry
AU - Malanchini, Maddalena
AU - Wang, Zhe
N1 - Publisher Copyright:
© 2020 The British Psychological Society
PY - 2021/3
Y1 - 2021/3
N2 - Background: High academic anxiety is associated with poor academic performance. One proposed mechanism of this association is that academic anxiety promotes learning avoidance behaviours, which in turn hinders students' opportunities to learn and grow. However, this proposition has not been thoroughly examined, particularly in afterschool learning settings. The present study aimed to address this gap. Aims: First, we investigated whether individual differences in academic anxiety across three domains (mathematics, native language or L1, and second language learning or L2) predicted students' academic avoidance in the corresponding domain in high school. Second, given that individual differences in personality may result in employing different coping strategies to deal with academic anxiety, we examined how mental toughness (MT) moderated the relation between academic anxiety and academic avoidance. Sample: Two waves of longitudinal data that were one semester apart were available for four hundred and forty-four high school students. Methods: Students self-reported their MT, academic anxiety, and academic avoidance (i.e., time spent on studying a subject afterschool) in mathematics, L1, and L2. Results: For students with higher MT, higher mathematics, L1, and L2 anxiety in the first semester predicted more time spent on learning the corresponding subject in the following semester, even after controlling for general anxiety, academic achievement, and initial academic avoidance. Conclusions: These results challenge the proposition that all students with higher domain-specific anxiety are more likely to avoid learning altogether in that domain. Rather, among students from the general school population who generally exhibit low to moderate levels of academic anxiety, higher academic anxiety is associated with more time investment in afterschool learning in mentally tough students.
AB - Background: High academic anxiety is associated with poor academic performance. One proposed mechanism of this association is that academic anxiety promotes learning avoidance behaviours, which in turn hinders students' opportunities to learn and grow. However, this proposition has not been thoroughly examined, particularly in afterschool learning settings. The present study aimed to address this gap. Aims: First, we investigated whether individual differences in academic anxiety across three domains (mathematics, native language or L1, and second language learning or L2) predicted students' academic avoidance in the corresponding domain in high school. Second, given that individual differences in personality may result in employing different coping strategies to deal with academic anxiety, we examined how mental toughness (MT) moderated the relation between academic anxiety and academic avoidance. Sample: Two waves of longitudinal data that were one semester apart were available for four hundred and forty-four high school students. Methods: Students self-reported their MT, academic anxiety, and academic avoidance (i.e., time spent on studying a subject afterschool) in mathematics, L1, and L2. Results: For students with higher MT, higher mathematics, L1, and L2 anxiety in the first semester predicted more time spent on learning the corresponding subject in the following semester, even after controlling for general anxiety, academic achievement, and initial academic avoidance. Conclusions: These results challenge the proposition that all students with higher domain-specific anxiety are more likely to avoid learning altogether in that domain. Rather, among students from the general school population who generally exhibit low to moderate levels of academic anxiety, higher academic anxiety is associated with more time investment in afterschool learning in mentally tough students.
KW - academic anxiety
KW - academic avoidance
KW - adolescents
KW - longitudinal
KW - mental toughness
UR - http://www.scopus.com/inward/record.url?scp=85088087700&partnerID=8YFLogxK
U2 - 10.1111/bjep.12366
DO - 10.1111/bjep.12366
M3 - Article
C2 - 32681595
AN - SCOPUS:85088087700
SN - 0007-0998
VL - 91
SP - 368
EP - 390
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 1
ER -