@article{ref1,
title="Performing well in an evaluative situation: the roles of perceived competence and task-irrelevant interfering thoughts",
journal="Anxiety, stress, and coping",
year="2007",
author="van Yperen, Nico W.",
volume="20",
number="4",
pages="409-419",
abstract="This research expands on previous research by arguing and demonstrating that high perceived competence buffers the detrimental effects of an evaluative situation. In Study 1 (n=75, 38.7% male), the situation (evaluative vs. non-evaluative) and perceived competence (high vs. low) were manipulated, whereas in Study 2 (n=42, 33.3% male), perceived competence relied on naturally occurring differences in perceived competence. The results of Study 1 indicate that people may underachieve in an evaluative situation. More importantly, in Study 2 it was demonstrated that such an evaluative situation had only a negative effect on test performance among individuals low in perceived competence. The occurrence of task-irrelevant interfering thoughts during task completion accounted for this inimical effect of an evaluative situation on test performance among these individuals.<p /><p>Language: en</p>",
language="en",
issn="1061-5806",
doi="10.1080/10615800701628876",
url="http://dx.doi.org/10.1080/10615800701628876"
}