View in EDS

Untangling the Influence of Anxiety and Motivation on Cognitive Performance of International University Students

Saved in:
Bibliographic Details
Title: Untangling the Influence of Anxiety and Motivation on Cognitive Performance of International University Students
Language: English
Authors: Khanh Linh Chu, Elizabeth J. Edwards, Robert S. Vaughan
Source: Journal of International Students. 2026 16(1):127-140.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Anxiety, Likert Scales, Interest Inventories, Personality Measures, Vocational Interests, Foreign Students, College Students, Student Adjustment, Cognitive Processes, Cognitive Ability, Student Motivation, Learning Motivation
Geographic Terms: Australia
Assessment and Survey Identifiers: State Trait Anxiety Inventory, Vocational Preference Inventory
ISSN: 2162-3104
2166-3750
Abstract: International students often experience heightened anxiety while adapting to study abroad, which can impact academic performance, yet the role of motivation in buffering anxiety-related cognitive challenges remains underexplored. The current study aimed to examine the relationship between anxiety, motivation and real-world cognitive performance of international students while studying in Australia. A cross-sectional design was used, and data were collected via an online self-report questionnaire. Participants were 144 international students (aged 18-48 years) enrolled at an Australian university during 2021. Trait and state anxiety were measured using the State-Trait Inventory for Cognitive and Somatic Anxiety. Internal and external motivation were captured using the Work Preference Inventory, and real-world cognitive performance was assessed using the Cognitive Failures Questionnaire. Predictions were premised on attentional control theory. Separate moderated multiple regression models revealed that: at higher internal motivation, higher trait anxiety predicted poorer cognitive performance, whereas at lower internal motivation, higher state anxiety predicted poorer cognitive performance. At lower external motivation, higher trait anxiety predicted poorer cognitive performance at lower state anxiety, and at higher external motivation, higher trait anxiety predicted poorer cognitive performance at higher state anxiety. Findings highlight the role of motivation in the relationship between anxiety and cognitive performance in international students and provide important implications for university support services tasked with assisting students during times of elevated anxiety. Tailored strategies that address both emotional and motivational factors may help students manage cognitive demands more effectively, and in turn address academic needs. Directions for future research are also discussed
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495229
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495229
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1495229
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Untangling the Influence of Anxiety and Motivation on Cognitive Performance of International University Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Khanh+Linh+Chu%22">Khanh Linh Chu</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+J%2E+Edwards%22">Elizabeth J. Edwards</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+S%2E+Vaughan%22">Robert S. Vaughan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+Students%22"><i>Journal of International Students</i></searchLink>. 2026 16(1):127-140.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Interest+Inventories%22">Interest Inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Measures%22">Personality Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Interests%22">Vocational Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22State+Trait+Anxiety+Inventory%22">State Trait Anxiety Inventory</searchLink><br /><searchLink fieldCode="SU" term="%22Vocational+Preference+Inventory%22">Vocational Preference Inventory</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2162-3104<br />2166-3750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: International students often experience heightened anxiety while adapting to study abroad, which can impact academic performance, yet the role of motivation in buffering anxiety-related cognitive challenges remains underexplored. The current study aimed to examine the relationship between anxiety, motivation and real-world cognitive performance of international students while studying in Australia. A cross-sectional design was used, and data were collected via an online self-report questionnaire. Participants were 144 international students (aged 18-48 years) enrolled at an Australian university during 2021. Trait and state anxiety were measured using the State-Trait Inventory for Cognitive and Somatic Anxiety. Internal and external motivation were captured using the Work Preference Inventory, and real-world cognitive performance was assessed using the Cognitive Failures Questionnaire. Predictions were premised on attentional control theory. Separate moderated multiple regression models revealed that: at higher internal motivation, higher trait anxiety predicted poorer cognitive performance, whereas at lower internal motivation, higher state anxiety predicted poorer cognitive performance. At lower external motivation, higher trait anxiety predicted poorer cognitive performance at lower state anxiety, and at higher external motivation, higher trait anxiety predicted poorer cognitive performance at higher state anxiety. Findings highlight the role of motivation in the relationship between anxiety and cognitive performance in international students and provide important implications for university support services tasked with assisting students during times of elevated anxiety. Tailored strategies that address both emotional and motivational factors may help students manage cognitive demands more effectively, and in turn address academic needs. Directions for future research are also discussed
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1495229
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495229
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 127
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Interest Inventories
        Type: general
      – SubjectFull: Personality Measures
        Type: general
      – SubjectFull: Vocational Interests
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: State Trait Anxiety Inventory
        Type: general
      – SubjectFull: Vocational Preference Inventory
        Type: general
    Titles:
      – TitleFull: Untangling the Influence of Anxiety and Motivation on Cognitive Performance of International University Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Khanh Linh Chu
      – PersonEntity:
          Name:
            NameFull: Elizabeth J. Edwards
      – PersonEntity:
          Name:
            NameFull: Robert S. Vaughan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2162-3104
            – Type: issn-electronic
              Value: 2166-3750
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of International Students
              Type: main
ResultId 1