References
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- Baddeley, A. D. (2000). Short-term and working memoryIn E. Tulving and F. I. M. Craik, (Eds.) The Oxford Handbook of Memory, pp 75-92. (New York, Oxford University Press)
- Davis, T E., Ollendick, T. H., & Nebel-Schwalm, M. (2008). Intellectual ability andachievement in anxiety-disordered children: A clarification and extension of the literature.Journal of Psychopathology and Behavioural Assessment, 30, 43-51
- Derakshan, N., Smyth, S., & Eysenck, M. W. (2009). Effects of state anxiety on performance usinga task-switching paradigm: An investigation of attentional control theory. Psychonomic Bulletin and Review, 16(6), 1112-1117. doi:10.3758/PBR.16.6.1112
- Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353
- Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. In L. R. Gay. (2000). Educational Research Competencies for analysis and application.SagePublications: London
- Lepine, R., Barrouillet, P., & Camos, V. (2005). What makes working memory spans so predictive of high-level cognition? PsychonomicBulletin&Review,12, 165-170.Retrieved From: http://www.psychologytoday.com/blog/keep-it-in-mind/201012/working-memory-is-better-predictor-academic-success-iq
- Miller, H. & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37, pp. 591-606.
- Oei, N. Y. L., Everaerd, W. T. A. M., Elzinga, B. M., Van Well, S., & Bermond, B. (2006). Psychosocial stress impairs working memory at high loads: An association with cortical levels and memory retrieval. Stress, 9(3), 133-141.doi:10.1080/10253890600965773
- Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International,33(4), 433-449
- Rinck, M., & Becker, E. S. (2005). A comparison of attentional biases and memory biases in women with social phobia and major depression. Journal of Abnormal Psychology, 114, 62-74
- Seligman, M.E.P., Walker, E., & Rosenhan, D.L. (2001). Abnormal Psychology. (4th Ed.) New York: W.W. Norton
- Sousa, D. A. (2006). How the Brain Learns 3rdedition. Corwin Press: California
- Sternberg, R. J. (2001).Psychology. United States of America: Earl McPeek, 525
- Zeidner, M. (2007). Test anxiety: Conceptions, findings, conclusions. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego, CA: Academic Press
- Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141-163). New York: Guilford Press
- Alloway, T. P. (2011). The benefits of computerized working memory assessment. Educational and Child Psychology, 28(2), 8-17. http://www.bpsshop.org.uk/Educational-Child-Psychology
- Baddeley, A. D. (2000). Short-term and working memoryIn E. Tulving and F. I. M. Craik, (Eds.) The Oxford Handbook of Memory, pp 75-92. (New York, Oxford University Press)
- Davis, T E., Ollendick, T. H., & Nebel-Schwalm, M. (2008). Intellectual ability andachievement in anxiety-disordered children: A clarification and extension of the literature.Journal of Psychopathology and Behavioural Assessment, 30, 43-51
- Derakshan, N., Smyth, S., & Eysenck, M. W. (2009). Effects of state anxiety on performance usinga task-switching paradigm: An investigation of attentional control theory. Psychonomic Bulletin and Review, 16(6), 1112-1117. doi:10.3758/PBR.16.6.1112
- Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353
- Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. In L. R. Gay. (2000). Educational Research Competencies for analysis and application.SagePublications: London
- Lepine, R., Barrouillet, P., & Camos, V. (2005). What makes working memory spans so predictive of high-level cognition? PsychonomicBulletin&Review,12, 165-170.Retrieved From: http://www.psychologytoday.com/blog/keep-it-in-mind/201012/working-memory-is-better-predictor-academic-success-iq
- Miller, H. & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37, pp. 591-606.
- Oei, N. Y. L., Everaerd, W. T. A. M., Elzinga, B. M., Van Well, S., & Bermond, B. (2006). Psychosocial stress impairs working memory at high loads: An association with cortical levels and memory retrieval. Stress, 9(3), 133-141.doi:10.1080/10253890600965773
- Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International,33(4), 433-449
- Rinck, M., & Becker, E. S. (2005). A comparison of attentional biases and memory biases in women with social phobia and major depression. Journal of Abnormal Psychology, 114, 62-74
- Seligman, M.E.P., Walker, E., & Rosenhan, D.L. (2001). Abnormal Psychology. (4th Ed.) New York: W.W. Norton
- Sousa, D. A. (2006). How the Brain Learns 3rdedition. Corwin Press: California
- Sternberg, R. J. (2001).Psychology. United States of America: Earl McPeek, 525
- Zeidner, M. (2007). Test anxiety: Conceptions, findings, conclusions. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego, CA: Academic Press
- Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141-163). New York: Guilford Press
Cite this article
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APA : Shahab, S., Malik, S., & Aziz, S. (2019). Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students. Global Regional Review, IV(II), 344-350. https://doi.org/10.31703/grr.2019(IV-II).36
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CHICAGO : Shahab, Samina, Samina Malik, and Shamsa Aziz. 2019. "Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students." Global Regional Review, IV (II): 344-350 doi: 10.31703/grr.2019(IV-II).36
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HARVARD : SHAHAB, S., MALIK, S. & AZIZ, S. 2019. Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students. Global Regional Review, IV, 344-350.
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MHRA : Shahab, Samina, Samina Malik, and Shamsa Aziz. 2019. "Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students." Global Regional Review, IV: 344-350
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MLA : Shahab, Samina, Samina Malik, and Shamsa Aziz. "Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students." Global Regional Review, IV.II (2019): 344-350 Print.
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OXFORD : Shahab, Samina, Malik, Samina, and Aziz, Shamsa (2019), "Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students", Global Regional Review, IV (II), 344-350
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TURABIAN : Shahab, Samina, Samina Malik, and Shamsa Aziz. "Correlation of Test Anxiety and Working Memory: A Survey Study of Secondary School Students." Global Regional Review IV, no. II (2019): 344-350. https://doi.org/10.31703/grr.2019(IV-II).36