Relationships between achievement goal orientations, multidimensional test anxiety, and performance – In conclusion, every facet counts.

As proposed in control-value theory (CVT), this study examined how achievement goals are differentially related to test anxiety facets and academic achievement. Previous studies focused on selected achievement goal orientations and/or single facets of multidimensional test anxiety. The objective was to examine relationships between four achievement goals, four facets of test anxiety, and achievement using the theoretical background of CVT. 746 Italian students participated in this cross-sectional study. Results of structural equation modeling provide evidence for differential relationships between the variables: Mastery-approach and performance-approach goals were negatively related to all test anxiety facets but worry; mastery-avoidance and performance-avoidance goals were positively related to all test anxiety facets. Both approach goals showed positive direct relations to performance. Regarding test anxiety, only interference exhibited a small negative relationship with performance. The findings might help to promote students' goal orientations in a targeted way, thereby reducing test anxiety and enabling good academic performance. • Achievement goal orientations differentially influence four facets of test anxiety. • Both approach goals are related to three facets of test anxiety. • Both avoidance goals are positively related to all four facets of test anxiety. • Interference is the only test anxiety facets that is related to performance. • Approach goals are positively, avoidance goals unrelated to performance. [ABSTRACT FROM AUTHOR]