| Inaugural editorial: Updates and future directions |
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| The development and preliminary validation of a new measure of self-efficacy Questionnaire of self-efficacy in learning a foreign language |
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| Test anxiety in primary school children: A 20-year systematic review and meta-analysis |
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| A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept |
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| Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal? |
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| COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations |
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| French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender |
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| Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives. |
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| A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride |
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| Academic Buoyancy: Overcoming Test Anxiety and Setbacks |
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| Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement |
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| Student teachers' views about the university's research contribution to professional knowledge development |
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| Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement |
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| Warning students of the consequences of examination failure: An effective strategy for promoting student engagement? |
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| Correction to: Does Test Anxiety Predispose Poor School‑Related Wellbeing and Enhanced Risk of Emotional Disorders? |
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| Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value |
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| Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? |
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| Adolescents’ Lockdown-Induced Coping Experiences (ALICE) Study: A Qualitative Exploration of Early Adolescents’ Experiences of Lockdown and Reintegration |
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| Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self-efficacy |
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| Do teachers’ engaging messages predict motivation to learn and performance? |
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| Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders? |
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| Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS). |
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| Assessing psychological flexibility in test situations: The Test Anxiety Acceptance and Action Questionnaire for Adolescents |
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| The Four Ws of Test Anxiety |
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| Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. |
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| Academic buoyancy protects achievement against minor academic adversities |
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| A construct validation and extension of the adolescent attachment questionnaire (AAQ) |
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| An evaluative message fosters mathematics performance in male students but decreases intrinsic motivation in female students |
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| The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS) |
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| Development and Validation of a New Multidimensional Language Class Anxiety Scale |
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| Cognitive–behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety |
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| The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes |
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| Attention bias in test anxiety: the impact of a test-threat congruent situation, presentation time, and approach-avoidance temperament |
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| Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students |
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| Wellbeing and higher education |
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| School-related stress among sixth-grade students – Associations with academic buoyancy and temperament |
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| “You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom |
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| A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association With Engagement |
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| The role of academic buoyancy and emotions in students’ learning-related expectations and behaviours in primary school |
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| A cross-lagged panel analysis of fear appeal appraisal and student engagement |
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| An examination of the self-referent executive processing model of test anxiety: Control, emotional regulation, self-handicapping, and examination performance |
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| Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis |
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| A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability |
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| Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress |
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| Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial |
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| The importance of psychological need satisfaction in educational re-engagement |
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| The Development and Validation of a Mental Toughness Scale for Adolescents |
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| Editorial |
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| Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis |
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| Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis |
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| Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within |
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| Does Increased Effort Compensate for Performance Debilitating Test Anxiety? |
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| Reciprocal relations between students' academic enjoyment, boredom, and achievement over time |
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| Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? |
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| Mental toughness and transitions to high school and to undergraduate study |
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| UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION CONTEXT |
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| Developing school practice in preparing students for high-stake examinations in english and mathematics |
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| Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals |
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| Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond? |
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| RELACIÓN ENTRE LA AUTORREGULACIÓN PERSONAL Y LA CONFIANZA ACADÉMICA (PRESAGIO) CON EL ENGAGEMENT-BOURNOUT DE LOS ESTUDIANTES UNIVERSITARIOS (PRODUCTO) |
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| The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages |
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| PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE) |
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| EL PAPEL DE LA ENSEÑANZA REGULADORA EN LA INDUCCIÓN DE LAS EMOCIONES DE ENGAGEMENT-BOURNOT DEL ALUMNADO UNIVERSITARIO. |
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| AN EMPIRICAL MODEL OF PERSONAL SELF-REGULATION AND TEACHING REGULATORY, TO PREDICT THE PROCESS AND THE PRODUCT VARIABLES |
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| ""Sink or swim': buoyancy and coping in the cognitive test anxiety - academic performance relationship" |
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| The appraisal of fear appeals as threatening or challenging: frequency of use, academic self-efficacy and subjective value |
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| The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal |
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| Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school |
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| Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination |
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| Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised |
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| Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy |
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| The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations |
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| Examining the context of instruction to facilitate student success |
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| Academically buoyant students are less anxious about and perform better in high-stakes examinations |
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| The Relationship Between Goal Setting and Students' Experience of Academic Test Anxiety |
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| The Scare Tactic: Do Fear Appeals Predict Motivation and Exam Scores? |
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| Fear appeals used prior to a high-stakes examination: What makes them threatening? |
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| Test anxiety prevalence and gender differences in a sample of English secondary school students |
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| Reducing test anxiety among school-aged adolescents: a field experiment |
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| The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging |
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| Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics |
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| Does the confidence of first-year undergraduate students change over time according to achievement goal profile? |
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| Performance-Evaluation Threat Does Not Adversely Affect Verbal Working Memory in High Test-Anxious Persons |
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| Relationship between undergraduate student confidence, approach to learning and academic performance: the role of gender |
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| Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success |
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| Resilient children are less test anxious and perform better in tests at the end of primary schooling |
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| Identification and Validation of a Brief Test Anxiety Screening Tool |
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| Do clusters of test anxiety and academic buoyancy differentially predict academic performance? |
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| A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study |
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| Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance |
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| The key to successful achievement as an undergraduate student: confidence and realistic expectations? |
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| Fear and efficacy appeals in the classroom: The secondary teachers' perspective |
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| Is academic buoyancy anything more than adaptive coping? |
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| Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren |
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| Do highly test anxious students respond differentially to fear appeals made prior to a test? |
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| Do creativity self-beliefs predict literacy achievement and motivation? |
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| Achievement goals as mediators of the relationship between competence beliefs and test anxiety |
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| How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? |
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| Fear appeals in the primary classroom: Effects on test anxiety and test grade |
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| Thematic versus subject-based curriculum delivery and achievement goals: Findings from a single-school study |
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| Teachers' use of fear appeals in the Mathematics classroom: Worrying or motivating students? |
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| Developing and piloting a dot-probe measure of attentional bias for test anxiety |
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| Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? |
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| Do cognitive distortions mediate the test anxiety-examination performance relationship? |
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| Personal and situational predictors of test anxiety of students in post-compulsory education. |
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| Is the relationship between competence beliefs and test anxiety influenced by goal orientation? |
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| Assessment and examination stress in Key Stage 4 |
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| The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom. |
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| Situated and Contextual Features of Test Anxiety in UK Adolsecent Students |
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| Deconstructing test anxiety |
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| Do examinations stakes moderate the test anxiety - examination performance relationship? |
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| Examination stress and test anxiety |
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| Test anxiety and GCSE performance: the effect of gender and socio-economic background |
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| Supporting assessment stress in key stage 4 students |
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| Test anxiety in UK schoolchildren: Prevalence and demographic patterns |
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| Researching academic stress and anxiety in students: some methodological considerations |
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