SELF-STATEMENTS OF TEST-ANXIOUS CHILDREN - THOUGHT-LISTING AND QUESTIONNAIRE APPROACHES

Two methods of assessing cognition in high, moderate, and low test-anx ious children, thought-listing and self-statement questionnaire approa ches, were investigated under naturalistic test-taking conditions. The amount of cognition, its content, and its relation to level of anxiet y and task performance were examined. States of mind(SOM) analyses wer e performed. Furthermore, the comparability of findings from both meth ods was examined. Results showed that, relative to the questionnaire m ethod, the thought-listing procedure underestimated positive and copin g cognition. The benefits of the questionnaire approach were seen in t he power of its scores to predict task performance. Implications for c ognitive assessment and treatment of anxious children are discussed.