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