Abstracts
Résumé
L’anxiété de performance chez les enfants et les adolescents est une problématique d’intérêt pour les parents ainsi que les adultes significatifs des domaines de l’éducation, de la santé et des sports qui les accompagnent dans leur développement. Bien qu’elle soit associée à une pluralité de difficultés et une détresse psychologique significative, on dénote dans la littérature l’absence d’une définition unique et peu d’écrits spécifiques à cette population. Le présent article vise à faire état des connaissances empiriques actuelles sur ce phénomène, en décrivant ses manifestations ainsi que les facteurs personnels et interpersonnels contributifs. Ultimement, des interventions à privilégier sont recensées.
Mots-clés :
- anxiété de performance,
- enfants,
- adolescents,
- interventions
Abstract
Performance anxiety in children and adolescents is a problem of particular interest for parents as well as teachers, coaches, and health practitioners who support them and contribute to their development on a regular basis. Associated with significant psychological distress and impairments, it has important implications for the expression of their full potential and their developmental trajectory. In this article, we describe the specificities of this phenomenon among children and adolescents and summarize the personal and environmental factors involved. Ultimately, some interventions intended to promote the children and adolescents’ well-being are presented.
Keywords:
- performance anxiety,
- children,
- adolescents,
- interventions
Appendices
Bibliographie
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mentaldisorders. DSM-5 (5e éd.). American Psychiatric Association.
- Ames, C. (1992). Achievement goals and the classroom motivational climate. Student Perceptions in the Classroom, 1, 327-348.
- Anderson, P. L., Zimand, E., Hodges, L. F. et Rothbaum, B. O. (2005). Cognitive behavioral therapy for public-speaking anxiety using virtual reality for exposure. Depression and Anxiety, 22(3), 156-158. https://doi.org/https://doi.org/10.1002/da.20090
- Aritzeta, A., Soroa, G., Balluerka, N., Muela, A., Gorostiaga, A., et Aliri, J. (2017). Reducing anxiety and improving academic performance through a biofeedback relaxation training program. Applied Psychophysiology and Biofeedback, 42(3), 193-202. https://doi.org/10.1007/s10484-017-9367-z
- Ashcraft, M. H. (2002). Math anxiety: personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196
- Auerbach, R. P., Richardt, S., Kertz, S., et Eberhart, N. K. (2012). Cognitive vulnerability, stress generation, and anxiety: Symptom clusters and gender differences. International Journal ofCognitive Therapy, 5(1), 50-66.https://doi.org/10.1521/ijct.2012.5.1.50
- Aydin, U. (2017). Test anxiety : do gender and school-level matter? European Journal of Educational Research, 6(2), 187-197. https://doi.org/10.12973/eu-jer.6.2.187
- Baddeley, A. D. 1986. Working memory, Clarendon Press.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
- Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1(2), 77-98. https://doi.org/10.1080/10615808808248222
- Baumeister, R. F. et Showers, C. J. (1986). A review of paradoxical performance effects : Choking under pressure in sports and mental tests. European Journal of Social Psychology, 16(4), 361‑383.
- Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1-103. https://doi.org/10.1037/h0030372
- Beauchamp, M. R., Bray, S. R., Eys, M. A. et Carron, A. V. (2003). The effect of role ambiguity on competitive state anxiety. Journal of Sport and Exercise Psychology, 25(1), 77-92. https://doi.org/10.1123/jsep.25.1.77
- Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., et Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196-198. https://doi.org/10.1126/science.aac7427
- Brandon, C., et Ivens, C. (2009). Thinking skills for peak performance. Macmillan Education.
- Beauchamp, M. R., Bray, S. R., Eys, M. A., et Carron, A. V. (2003). The effect of role ambiguity on competitive state anxiety. Journal of Sport and Exercise Psychology, 25(1), 77-92. https://doi.org/10.1123/jsep.25.1.77
- Beck, A. T. (1979). Cognitive therapy and the emotional disorders. Penguin.
- Beilock, Schaeffet et Rozek (2017). Understanding and Addressing Performance Anxiety. Dans J. Elliot, C. R. Dweck et D. S. Yeager (dir.), Handbook of competence and motivation; theory and application (2e éd., p. 157-172). The Guilford Press.
- Bissonnette, J., Dubé, F., Provencher, M. D., et Sala, M. T. M. (2016). Evolution of music performance anxiety and quality of performance during virtual reality exposure training. Virtual Reality, 20(1), 71-81. https://doi.org//10.1007/s10055-016-0283-y
- Bögels, S. M., Alden, L., Beidel, D. C., Clark, L. A., Pine, D. S., Stein, M. B., et Voncken, M. (2010). Social anxiety disorder : Questions and answers for the DSM‐V. Depression and anxiety, 27(2), 168-189. https://doi.org/https://doi.org/10.1002/da.20670
- Bouchard, S., Dumoulin, S., Robillard, G., Guitard, T., Klinger, É, Forget, H., Loranger, C. et Roucaut, F. X. (2017). Virtual reality compared with in vivo exposure in the treatment of social anxiety disorder: A three-arm randomised controlled trial. British Journal of Psychiatry,210(4), 276-283. https://
- Bouffard, T., Vezeau, C., Roy, M., et Lengelé, A. (2011). Stability of biases in self-evaluation and relations to well-being among elementary school children. International Journal of Educational Research, 50(4), 221-229. https://doi.org/https://doi.org/10.1016/j.ijer.2011.08.003
- Bradley, R. T., McCraty, R., Atkinson, M., Tomasino, D., Daugherty, A., et Arguelles, L. (2010). Emotion self-regulation, psychophysiological coherence, and test anxiety: results from an experiment using electrophysiological measures. Applied Psychophysiology and Biofeedback, 35(4), 261-283. https://10.1007/s10484-010-9134-x
- Carlucci, L., Saggino, A., et Balsamo, M. (2021). On the efficacy of the unified protocol for transdiagnostic treatment of emotional disorders: A systematic review and meta-analysis. Clinical Psychology Review, 87, 101999. https://doi.org/10.1016/j.cpr.2021.101999
- Carter, R., Silverman, W. K. et Jaccard, J. (2011). Sex variations in youth anxiety symptoms: effects of pubertal development and gender role orientation. Journal of Clinical Child and Adolescent Psychology, 40(5), 730741. https://doi.org/10.1080/15374416.2011.597082
- Carter, E. W., Wehby, J., Hughes, C., Johnson, S. M., Plank, D. R., Barton-Arwood, S. M. et Lunsford, L. B. (2005). Preparing adolescents with high-incidence disabilities for high-stakes testing with strategy instruction. Preventing School Failure: Alternative Education for Children and Youth, 49(2), 55-62. https://doi.org/10.1080/1045988X.2005.10823218
- Cassady, J.C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties. Peter Lang Publishing Inc.
- Cassady, J. C. et Finch, W. H. (2015). Using factor mixture modeling to identify dimensions of cognitive test anxiety. Learning and Individual Differences, 41, 14-20. https://doi.org/10.1016/j.lindif.2015.06.002
- Catapano, M. (2013). Tenth-grade high school students' mathematical self-efficacy, mathematics anxiety, attitudes toward mathematics, and performance on the New York State Integrated Algebra Regents Examination (Doctoral dissertation, Dowling College).
- Chen, S.-K., Yeh, Y.-C., Hwang, F.-M. et Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172-178. https://doi.org/10.1016/j.lindif.2012.07.021
- Cizek, G. J. et Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment: Strategies for classrooms and schools. Corwin Press.
- Cook, L. C. et Kearney, C. A. (2008). Parent and youth perfectionism and internalizing psychopathology. Personality and Individual Differences, 46(3), 325-330. https://doi.org/https://doi.org/10.1016/j.paid.2008.10.029
- Cocullo, M.-L. (2014).Performer sans anxiété : programme d’intervention pour réduire l’anxiété de performance en milieu scolaire. [Mémoire de maitrise inédit]. Université de Montréal.
- Curran, T., et Hill, A. P. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410-429. https://doi.org/10.1037/bul0000138
- Danthony, S., Mascret, N. et Cury, F. (2019). Development and validation of a scale assessing test anxiety in physical education. Journal of Teaching in Physical Education, 38(4), 357-366. https://doi.org/10.1123/jtpe.2018-0282
- Dempsey, E. et Comeau, G. (2019). Music performance anxiety and self-efficacy in young musicians: Effects of gender and age. Music Performance Research, 9, 60-79.
- Devine, A., Fawcett, K., Szűcs, D. et Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and brain functions, 8(1), 1-9. https://doi.org/10.1186/1744-9081-8-33
- Donolato, E., Toffalini, E., Giofrè, D., Caviola, S. et Mammarella, I. C. (2020). Going beyond mathematics anxiety in primary and middle school students: The role of ego‐resiliency in mathematics. Mind, Brain, and Education, 14(3), 255-266. https://doi.org/10.1111/mbe.12251
- Đurović, D., Popov, S., Sokić, J., Grujić, S. et Aleksić Veljković, A. Z. (2021) Rethinking the role of anxiety and self-efficacy in collective sports achievements. Primenjena Psihologija, 14(1), 103-115. https://doi.org/10.19090/pp.2021.1.103-115
- Eccles, J. S. et Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
- Egbochuku, E. et Obodo, B.O. (2005). Effects of systematic desensitisation (sd) therapy on the reduction of test anxiety among adolescents in nigerian schools. Journal of Instructional Psychology, 32, 298-304.
- Ergene, T. (2003). Effective interventions on test anxiety reduction: A meta-analysis. School psychology international, 24(3), 313-328. https://doi.org/10.1177/01430343030243004
- Faber, G. (2010). Enhancing orthographic competencies and reducing domain-specific test anxiety: The systematic use of algorithmic and self-instructional task formats in remedial spelling training. International Journal of Special Education, 25(2), 78-88.
- Fergus, T. A., Limbers, C. A. et Bocksel, C. E. (2020). Associations between metacognitive beliefs and test anxiety among middle school students. Translational Issues in Psychological Science, 6(1), 70. https://doi.org/10.1037/tps0000216
- Fernholz, I., Mumm, J., Plag, J., Noeres, K., Rotter, G., Willich, S., Ströhle, A., Berghöfer, A. et Schmidt, A. (2019). Performance anxiety in professional musicians: A systematic review on prevalence, risk factors and clinical treatment effects. Psychological Medicine,49(14), 2287-2306. https://
- Freire, G. L. M., da Cruz Sousa, V., Alves, J. F. N., de Moraes, J. F. V. N., de Oliveira, D. V. et do Nascimento Junior, J. R. A. (2020). Are the traits of perfectionism associated with pre-competitive anxiety in young athletes? Perfectionism and pre competitive anxiety in young athletes. Cuadernos de Psicología del Deporte, 20(2), 37-46. https://doi.org/10.6018/cpd.406031
- Fuentes-Rodriguez, G., Garcia-Lopez, L.-J. et Garcia-Trujillo, V. (2018). Exploring the role of the DSM-5 performance-only specifier in adolescents with social anxiety disorder. PsychiatryResearch, 270, 1033-1038. https://doi.org/https://doi.org/10.1016/j.psychres.2018.03.052
- Ganley, C. M., et McGraw, A. L. (2016). The development and validation of a revised version of the math anxiety scale for young children. Frontiers in Psychology, 7, 1181. https://doi.org/10.3389/fpsyg.2016.01181
- Ganley, C. M. et Vasilyeva, M. (2014, Feb 2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106(1). https://doi.org/10.1037/a0034099
- Garza, D. L. et Feltz, D. L. (1998). Effects of selected mental practice on performance, self-efficacy, and competition confidence of figure skaters. The Sport Psychologist, 12(1), 1-15. https://doi.org/10.1123/tsp.12.11
- Gidron, Y. (2013). Trait Aanxiety. Dans M. D. Gellman et J. R. Turner (dir.), Encyclopedia of Behavioral Medicine (p. 1989-1989). Springer. https://doi.org/10.1007/978-1-4419-1005-9_1539
- Goren, L. (2014). A meta-analysis of nonpharmacologic psychotherapies for music performance anxiety [Thèse doctorale, California Institute of Integral Studies]. http://gradworks.umi.com/36/21
- Gosch, E. A., Flannery-Schroeder, E., Mauro, C. F., et Compton, S. N. (2006). Principles of cognitive-behavioral therapy for anxiety disorders in children. Journal of Cognitive Psychotherapy, 20(3), 247-262. https://doi.org/10.1891/jcop.20.3.247
- Grossbard, J. R., Smith, R. E., Smoll, F. L. et Cumming, S. P. (2009). Competitive anxiety in young athletes: Differentiating somatic anxiety, worry, and concentration disruption. Anxiety, Stress, & Coping, 22(2), 153-166. https://doi.org/10.1080/10615800802020643http://dx.doi.org/10.1080/13576500342000040
- Guven, E. (2017). Levels of music performance anxiety and test anxiety of Turkish prospective music teachers in piano exams. International Journal of Music Education, 35(2), 154-164. https://doi.org/10.1177/0255761415620530
- Güzeller, C. O. et Doğru, M. (2012). Development of Science Anxiety Scale for primary school students. Social Indicators Research, 109(2), 189-202. https://doi.org/10.1007/s11205-011-9894-6
- Halldorsson, B., Castelijn, S. et Creswell, C. (2018). Are children with social anxiety disorder more likely than children with other anxiety disorders to anticipate poor social performance and reflect negatively on their performance? Journal of Affective Disorders, 245, 561-568.
- Hart, E. A., Leary, M. R. et Rejeski, W. J. (1989). Tie measurement of social physique anxiety. Journal of Sport and Exercise Psychology, 11(1), 94-104. https://doi.org/10.1123/jsep.11.1.94
- Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations. Guilford Publications.
- Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. Dans H. J. Hartman (dir.), Metacognition in learning and instruction: theory, research, and practice. Springer. https://doi.org/10.1007/978-94-017-2243-8_3
- Hasty, L. M., Malanchini, M., Shakeshaft, N., Schofield, K., Malanchini, M. et Wang, Z. (2021). When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance. British Journal of Educational Psychology, 91(1), 368-390.
- Hébert, V. (2019). Mieux comprendre l'exposition en réalité virtuelle et ses mécanismes sur l'anxiété de performance musicale. [Essai doctoral inédit]. Université du Québec en Outaouais.
- Higa-McMillan, C. K., Francis, S. E., Rith-Najarian, L. et Chorpita, B. F. (2016). Evidence base update: 50 years of research on treatment for child and adolescent anxiety. Journal of Clinical Child and Adolescent Psychology, 45(2), 91-113. https://doi.org/10.1080/15374416.2015.1046177
- Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C. et Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. https://doi.org/10.1016/j.lindif.2016.02.006
- Hirshfeld, D. R., Biederman, J., Brody, L., Faraone, S. V. et Rosenbaum, J. F. (1997). Expressed emotion toward children with behavioral inhibition: Associations with maternal anxiety disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 36(7), 910-917. https://doi.org/https://doi.org/10.1097/00004583-199707000-00012
- Hsieh, P.-H., Sullivan, J. R., Sass, D. A. et Guerra, N. S. (2012). Undergraduate engineering students’ beliefs, coping strategies, and academic performance: An evaluation of theoretical models. The Journal of Experimental Education, 80(2), 196-218. https://doi.org/10.1080/00220973.2011.596853
- Jamieson, J. P., Black, A. E., Pelaia, L. E. et Reis, H. T. (2020). The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample. Journal of Educational Psychology. https://doi.org/10.1037/edu0000636
- Jamieson, J. P., Peters, B. J., Greenwood, E. J. et Altose, A. J. (2016). Reappraising stress arousal improves performance and reduces evaluation anxiety in classroom exam situations. Social Psychological and Personality Science, 7(6), 579-587. https://doi.org/10.1177/1948550616644656
- Jegede, O. J., Naidoo, P. et Okebukola, P. A. (1996). The validity of the science student stress inventory using a sample of South African high school students. Research in Science & Technological Education, 14(1), 67-89. https://doi.org/10.1080/0263514960140106
- Johns, M., Schmader, T. et Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science,16(3), 175-179.
- Jones, T. L. et Prinz, R. J. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical Psychology Review, 25(3), 341-363. https://doi.org/https://doi.org/10.1016/j.cpr.2004.12.004
- Khalsa, S. B., Butzer, B., Shorter, S. M., Reinhardt, K. M. et Cope, S. (2013). Yoga reduces performance anxiety in adolescent musicians. Alternative Therapies in Health and Medicine, 19(2), 34-45.
- Kendall, P. C., Aschenbrand, S. G. et Hudson, J. L. (2003). Child-focused treatment of anxiety. Dans J. R. Weisz et A. E. Kazdin (dir.), Evidence-based psychotherapies for children and adolescents (3e éd., p. 81-100). The Guilford Press.
- Kendall, P. C., Cummings, C. M., Villabø, M. A., Narayanan, M. K., Treadwell, K., Birmaher, B., Compton, S., Piacentini, J., Sherrill, J., Walkup, J., Gosch, E., Keeton, C., Ginsburg, G., Suveg, C. et Albano, A. M. (2016). Mediators of change in the child/adolescent anxiety multimodal treatment study. Journal of Consulting and Clinical Psychology, 84(1), 1-14. https://doi.org/10.1037/a0039773
- Kennedy, S. M., Bilek, E. L. et Ehrenreich-May, J. (2019). A randomized controlled pilot trial of the unified protocol for transdiagnostic treatment of emotional disorders in children. Behavior Modification, 43(3), 330-360. https://doi.org/10.1177/0145445517753940
- Kenny, D. (2005). A systematic review of treatments for music performance anxiety. Anxiety, Stress & Coping, 18(3), 183-208. https://doi.org/10.1080/10615800500167258
- Kenny, D. T., Davis, P. et Oates, J. (2004). Music performance anxiety and occupational stress amongst opera chorus artists and their relationship with state and trait anxiety and perfectionism. Journal of Anxiety Disorders, 18(6), 757-777. https://doi.org/https://doi.org/10.1016/j.janxdis.2003.09.004
- Kerner, C., Haerens, L. et Kirk, D. (2018). Understanding body image in physical education: Current knowledge and future directions. European Physical Education Review, 24(2), 255-265. https://doi.org/10.1177/1356336x17692508
- Khiouich, A. (2014). Analyse de la relation entre anxiété situationnelle précompétitive (ASP) et performance sportive : Une étude auprès des footballeurs et coureurs marocains [Thèse de doctorat, Université de Bordeaux]. TEL. https://tel.archives-ouvertes.fr/tel-01204588/document
- Knappe, S., Beesdo-Baum, K., Fehm, L., Stein, M. B., Lieb, R. et Wittchen, H.-U. (2011).Social fear and social phobia types among community youth: Differential clinical features and vulnerability factors. Journal of Psychiatric Research, 45(1), 111-120. https://doi.org/https://doi.org/10.1016/j.jpsychires.2010.05.002
- Kuhn, K. (2009). The adolescent thinking. Dans R. M. Lerner et L. Steinberg (dir.), Handbook of adolescent psychology (3e éd., vol. 2, p.152-185). Wiley.
- Lane, J., Lane, A. M. et Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: an International Journal, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247
- Lang, P.J. (1968). Fear reduction and fear behavior: Problems in treating a construct. Dans J. M. Shlien (dir), Research in psychotherapy (p. 332-368). American Psychological Association.
- Larson, H., Ramahi, M., Conn, S., Estes, L. et Gibellini, A. (2010). Reducing test anxiety among third grade students through the implementation of relaxation techniques. Journal of School Counseling, 8, 1-19. http://www.jsc.montana.edu/articles/v8n19.pdf
- Lavrič, M. et Naterer, A. (2020). The power of authoritative parenting: A cross-national study of effects of exposure to different parenting styles on life satisfaction. Children and Youth Services Review, 116, 105274. https://doi.org/https://doi.org/10.1016/j.childyouth.2020.105274
- Liebert, R. M. et Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
- Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A. et Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215-230. https://doi.org/10.1177/0734282907303760
- Lyons, I. M. et Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE, 7(10), e48076. https://doi.org/10.1371/journal.pone.0048076
- Maccoby, E. E. et Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. Dans P. H. Mussen et E. M. Hetherington (dir.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (p. 1-101). Wiley.
- Mallow, J. V. (1981). New cures for science anxiety. Curriculum Review, 20(4), 389-391.
- Martens, R., Vealey, R. S. et Burton, D. (1990). Competitive anxiety in sport. Human Kinetic Publishers.
- Martínez, R. S., Aricak, O. T., Graves, M. N., Peters-Myszak, J. et Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition. Journal of Youth and Adolescence, 40(5), 519-530. https://doi.org/10.1007/s10964-010-9572-z
- Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280-295. https://doi.org/10.1037/0022-0663.79.3.280
- Masud, H., Thurasamy, R. et Ahmad, M. S. (2015). Parenting styles and academic achievement of young adolescents: A systematic literature review. Quality & Quantity, 49(6), 2411-2433. https://doi.org/10.1007/s11135-014-0120-x
- McGinnis, A. M. et Milling, L. S. (2005). Psychological treatment of musical performance anxiety: Current status and future directions. Psychotherapy: Theory, Research, Practice, Training, 42(3), 357-373. https://doi.org/10.1037/0033-3204.42.3.357
- Mizokawa, A. (2018). Association between children’s theory of mind and responses to insincere praise following failure [original research]. Frontiers in Psychology, 9(1684). https://doi.org/10.3389/fpsyg.2018.01684
- Ng, E. et Lee, K. (2015). Effects of trait test anxiety and state anxiety on children's working memory task performance. Learning and Individual Differences, 40, 141-148. https://doi.org/10.1016/j.lindif.2015.04.007
- O’Rourke, D. J., Smith, R. E., Smoll, F. L., et Cumming, S. P. (2014). Relations of parent- and coach-initiated motivational climates to young athletes’ self-esteem, performance anxiety, and autonomous motivation: Who is more influential? Journal of Applied Sport Psychology, 26(4), 395-408. https://doi.org/10.1080/10413200.2014.907838
- O’Rourke, D. J., Smith, R. E., Smoll, F. L. et Cumming, S. P. (2011). Trait anxiety in young athletes as a function of parental pressure and motivational climate: Is parental pressure always harmful? Journal of Applied Sport Psychology, 23(4), 398-412. https://doi.org/10.1080/10413200.2011.552089
- Osborne, M. (2013). Maximising performance potential: The efficacy of a performance psychology program to reduce music performance anxiety and build resilience in adolescents. https://doi.org/10.13140/2.1.2106.1764
- Osborne, M. S., Kenny, D. T. et Cooksey, J. (2007). Impact of a cognitive-behavioural treatment program on music performance anxiety in secondary school music students: A pilot study. Musicae Scientiae, 11(2_suppl), 53-84. https://doi.org/10.1177/10298649070110s204
- Osborne, M. S. et Kenny, D. T. (2005). Development and validation of a music performance anxiety inventory for gifted adolescent musicians. Journal of Anxiety Disorders, 19(7), 725-751. https://doi.org/https://doi.org/10.1016/j.janxdis.2004.09.002
- Papageorgi, I. (2020). Prevalence and predictors of music performance anxiety in adolescent learners: Contributions of individual, task-related and environmental factors. Musicae Scientiae, 0(0), 1029864920923128. https://doi.org/10.1177/1029864920923128
- Park, D., Ramirez, G., et Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103-111. https://doi.org/10.1037/xap0000013
- Passer, M. W. (1982). Psychological stress in youth sports. Children in Sport, 2, 153-177.
- Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
- Perdomo-Guevara, E. (2014). Is music performance anxiety just an individual problem? Exploring the impact of musical environments on performers’ approaches to performance and emotions. Psychomusicology: Music, Mind, and Brain, 24(1), 66-74. https://doi.org/10.1037/pmu0000028
- Plante, I., Dubeau, A. et Guay, F. (2019, mai). Comprendre l’effet « Gros poisson-petit bassin » lors de la transition du primaire vers des écoles secondaires avec ou sans sélection sur le concept de soi, la motivation, l’engagement, la réussite et les aspirations scolaires des élèves (publication n°2014-RP-17927). http://www.frqsc.gouv.qc.ca/documents/11326/2801941/PRS_2013-2014_rapport_I.Plante_transition-primaire-secondaire.pdf/7f9491ce-d4b2-4563-b37c-b4a6384c53fe
- Pomerantz, E. M. et Thompson, R. A. (2008). Parents' role in children's personality development: The psychological resource principle. Dans O. P. John, R. W. Robins et L. A. Pervin (dir.). Handbook of personality: Theory and research, 3rd ed. (p. 351-374). The Guilford Press.
- Poulin, R., Beaumont, C., Blaya, C. et Frenette, E. (2015). Le climat scolaire : un point central pour expliquer la victimisation et la réussite scolaire. Canadian Journal of Education/Revue canadienne de l'éducation, 38(1), 1-23. http://www.jstor.org/stable/canajeducrevucan.38.1.13
- Powell, D. H. (2004). Treating individuals with debilitating performance anxiety: An introduction. Journal of Clinical Psychology, 60(8), 801-808. https://doi.org/https://doi.org/10.1002/jclp.20038
- Putwain, D. W. et Pescod, M. (2018). Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial. School Psychology Quarterly, 33(2), 283-292. https://doi.org/10.1037/spq0000228
- Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N. et Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: evidence for gender-specific relations. Journal of Child and Family Studies, 24(12), 3742-3756. https://doi.org/10.1007/s10826-015-0182-y
- Raymo, L. A., Somers, C. L., et Partridge, R. T. (2019). Adolescent test anxiety: An examination of intraindividual and contextual predictors. School Mental Health, 11(3), 562-577. https://doi.org/10.1007/s12310-018-09302-0
- Ringeisen, T. et Raufelder, D. (2015, 2015/12/01/). The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents. Journal of Adolescence, 45, 67-79. https://doi.org/https://doi.org/10.1016/j.adolescence.2015.08.018
- Ryan, C. (2005). Experience of musical performance anxiety in elementary school children. International Journal of Stress Management, 12(4), 331-342. https://doi.org/10.1037/1072-5245.12.4.331
- Santens, E., Claes, L., Dierckx, E. et Dom, G. (2020). Effortful control – A transdiagnostic dimension underlying internalizing and externalizing psychopathology. Neuropsychobiology, 79(4), 255-269. https://doi.org/10.1159/000506134
- Schnell, K., Ringeisen, T., Raufelder, D. et Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance - Do gender and test anxiety matter? Learning and Individual Differences, 38, 90-98. https://doi.org/10.1016/j.lindif.2014.12.008
- Schwebel, F. J., Smith, R. E. et Smoll, F. L. (2016). Measurement of perceived parental success standards in sport and relations with athletes’ self-esteem, performance anxiety, and achievement goal orientation: Comparing parental and coach influences. Child Development Research, 2016, 1-13. http://dx.doi.org/10.1155/2016/7056075
- Seaton, M., Marsh, H. W. et Craven, R. G. (2010). Big-fish-little-pond effect: Generalizability and moderation - Two sides of the same coin. American Educational Research Journal, 47(2), 390-433. https://doi.org/10.3102/0002831209350493
- Sebire, S. J., Standage, M. et Vansteenkiste, M. (2009). Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes. Journal of Sport Exercise Psychology, 31(2), 189-210. https://doi.org/10.1123/jsep.31.2.189
- Sherman, D. K. et Cohen, G. L. (2006). The psychology of self‐defense: Self‐affirmation theory. Advances in Experimental Social Psychology (vol. 38, p. 183-242). https://doi.org/https://doi.org/10.1016/S0065-2601(06)38004-5
- Simpkins, S. D., Fredricks, J. A. et Eccles, J. S. (2012). Charting the Eccles' expectancy-value model from mothers' beliefs in childhood to youths' activities in adolescence. Developmental Psychology, 48(4), 1019-1032. https://doi.org/10.1037/a0027468
- Smith, R. E., Smoll, F. L. et Barnett, N. P. (1995). Reduction of children's sport performance anxiety through social support and stress-reduction training for coaches. Journal of Applied Developmental Psychology, 16(1), 125-142. https://doi.org/https://doi.org/10.1016/0193-3973(95)90020-9
- Smith, R. E., Smoll, F. L. et Cumming, S. P. (2009). Motivational climate and changes in young athletes’ achievement goal orientations. Motivation and Emotion, 33(2), 173-183. https://doi.org/10.1007/s11031-009-9126-4
- Spielberger, C. D. (2013). Anxiety: Current trends in theory and research. Elsevier.
- Stipek, D. J. et Tannatt, L. M. (1984). Children's judgments of their own and their peers' academic competence. Journal of Educational Psychology, 76(1), 75-84. https://doi.org/10.1037/0022-0663.76.1.75
- Su, Y.-H., Luh, J.-J., Chen, H.-I., Lin, C.-C., Liao, M.-J. et Chen, H.-S. (2010). Effects of using relaxation breathing training to reduce music performance anxiety in 3rd to 6th graders. Medical Problems of Performing Artists, 25(2), 82-86. https://doi.org/10.21091/mppa.2010.2016
- Thomas, J. P. et Nettelbeck, T. (2014). Performance anxiety in adolescent musicians. Psychology of Music, 42(4), 624-634. https://doi.org/10.1177/0305735613485151
- Thurber, M. R., Bodenhamer-Davis, E., Johnson, M., Chesky, K. et Chandler, C. K. (2010). Effects of heart rate variability coherence biofeedback training and emotional management techniques to decrease music performance anxiety. Biofeedback, 38(1), 28-40. https://doi.org/10.5298/1081-5937-38.1.28
- von der Embse, N., Barterian, J. et Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000-2010. Psychology in the Schools, 50(1), 57-71. https://doi.org/10.1002/pits.21660
- Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A. et Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/https://doi.org/10.1016/j.dr.2020.100912
- White, S. A. (1998). Adolescent goal profiles, perceptions of the parent-initiated motivational climate, and competitive trait anxiety. The Sport Psychologist, 12(1), 16-28. https://doi.org/10.1123/tsp.12.1.16
- Wiedemann, A., Vogel, D., Voss, C., Nusseck, M. et Hoyer, J. (2020). The role of retrospectively perceived parenting style and adult attachment behaviour in music performance anxiety. Psychology of Music, 48(5), 707-723. https://doi.org/10.1177/0305735618817877
- Wolfradt, U., Hempel, S. et Miles, J. N. V. (2003). Perceived parenting styles, depersonalisation, anxiety and coping behaviour in adolescents. Personality and Individual Differences, 34(3), 521-532. https://doi.org/10.1016/S0191-8869(02)00092-2
- Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M. et Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391 https://doi.org/10.1037/edu0000098
- Zarza-Alzugaray, F. J., Orejudo, S., Casanova, O. et Aparicio-Moreno, L. (2018). Music performance anxiety in adolescence and early adulthood: Its relation with the age of onset in musical training. Psychology of Music, 46(1), 18-32. https://doi.org/10.1177/0305735617691592
- Zeidner, M. (1998). Test anxiety: The state of the art. Kluner Academic Publishers.