Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

Abstract

Introduction: We aimed to examine whether student teachers’ tendency to test anxiety relates to their later perspective-taking tendency and self-efficacy. The purpose of the presented study was to obtain first insights into the relationship between test anxiety, perspective-taking, and self-efficacy tendencies in student teachers. These tendencies may determine student orientation across different situations. We tested the hypothesis that the test anxiety components emotionality and worry relate to later low perspective-taking and self-efficacy.

Keywords

• student teachers
• emotionality
• worry
• test anxiety
• perspective-taking