School Related Daydreams and Test Anxiety
Current models of test anxiety emphasize the mediating role of negative and disruptive internal cognitive activity. Highly test anxious students have been reported to engage in more negative thoughts and fewer positive thoughts during an actual exam. The present study examined the relationship between school related daydreams and level of test anxiety. It was hypothesized that daydream outcome and mood would be correlated with self reported test anxiety, grade point average and self reported arousal and self talk during an exam. Overall the grade point average was the measure most relevant to daydreams. Students with high grade point averages tended to have more happy and successful daydreams and fewer failure daydreams. Self talk during the exam was unrelated to daydream measures. Suggestions for further research were presented.