In the original article, there was a mistake in Figure 1 and Figure 2 as published. The coefficients for the effects of the experimental intervention condition on thought related test anxiety were mistakenly reported as negative even though the coefficients for these effects are positive. The corrected Figure 1 and Figure 2 appear below.
Figure 1
Figure 2
Because of the error mentioned above, a correction has been made to the Results, Model 1: Combined Analyses:
“The fit statistics for model 1 were as follows, χ2(3) = 1.26, p = 0.739; CFI = 1.00; RMSEA = 0; SRMR = 0.03. Allover, a significant degree of the variance of thought related test anxiety measured at time 2 (R2 = 0.59, SE = 0.05, p < 0.001) and time 3 (R2 = 0.57, SE = 0.06, p < 0.001) was explained. All path coefficients are depicted in Figure 1. Trait test anxiety proved to be a significant positive predictor of thought related test anxiety at time 2 (β = 0.34, SE = 0.08, p < 0.001) and time 3 (β = 0.34, SE = 0.08, p < 0.001). The same was true for exams' personal value regarding thought related test anxiety measured at time 2 (β = 0.09, SE = 0.05, p = 0.037), but not regarding thought related test anxiety measured at time 3 (β = 0.04, SE = 0.05, p = 0.215). As expected, we also found a significant effect of the dummy variable d1 (IBSR vs. control groups) on thought related test anxiety measured at time 2 (β = 0.19, SE = 0.05, p < 0.001) and at time 3 (β = 0.15, SE = 0.06, p < 0.001). The direction of the coefficients indicates that exploration of an individual worry thought with the IBSR technique is effective in reducing thought related test anxiety compared to reflecting on or distracting oneself from a worry thought.”
A correction has also been made to the Results, Model 2: Differential Analyses:
“The fit statistics for model 2 were as follows, χ2(6) = 1.58, p = 0.954; CFI = 1.00; RMSEA = 0; SRMR = 0.02. Model 2 explained a significant degree of the variance of thought related test anxiety measured at time 2 (R2 = 0.63, SE = 0.04, p < 0.001) and time 3 (R2 = 0.58, SE = 0.06, p < 0.001). All path coefficients are depicted in Figure 2. Again, trait test anxiety proved to be a significant positive predictor of thought related test anxiety at time 2 (β = 0.34, SE = 0.08, p < 0.001) and time 3 (β = 0.34, SE = 0.08, p < 0.001). The same was true for exams' personal value regarding thought related test anxiety measured at time 2 (β = 0.08, SE = 0.05, p = 0.046), but not regarding thought related test anxiety measured at time 3 (β = 0.04, SE = 0.06, p = 0.245). Results also revealed a significant effect of the dummy variable d2a (IBSR vs. reflection) on thought related test anxiety measured at time 2 (β = 0.29, SE = 0.05, p < 0.001) and time 3 (β = 0.21, SE = 0.06, p < 0.001). The effect of the dummy variable d2b (IBSR vs. distraction) on thought related test anxiety measured at time 2 (β = 0.08, SE = 0.06, p = 0.084) and time 3 (β = 0.09, SE = 0.07, p = 0.088) was statistically non-significant. These results indicate that exploration of an individual worry thought with the IBSR technique is effective in reducing thought related test anxiety in comparison to reflecting on a worry thought. The β-values also indicated that IBSR was associated with lower thought related test anxiety than distraction, however, this effects was statistically non-significant.”
The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Statements
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Summary
Keywords
educational psychology, test anxiety, cognitive appraisals, inquiry-based stress reduction, short intervention
Citation
Krispenz A and Dickhäuser O (2019) Corrigendum: Effects of an Inquiry-Based Short Intervention on State Test Anxiety in Comparison to Alternative Coping Strategies. Front. Psychol. 9:2734. doi: 10.3389/fpsyg.2018.02734
Received
22 November 2018
Accepted
19 December 2018
Published
10 January 2019
Volume
9 - 2018
Edited and reviewed by
Jesus de la Fuente, University of Navarra, Spain
Updates
Copyright
© 2019 Krispenz and Dickhäuser.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ann Krispenz ann.krispenz@uni-mannheim.de
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
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