COVID-19 Cancelled Examinations

Published: 31 March 2021| Version 1 | DOI: 10.17632/2v2dnbrp6c.1
David Putwain,


These data were collected via online survey from September to November 2020. Participants were in either Year 12 of upper secondary education, or their first year of undergraduate study, in England, Wales or Northern Ireland. Due to the COVID-19 pandemic high-stakes examinations were cancelled over May-June 2020. For students in Year 12 it would have been secondary school exit examinations taken at the end of Year 11 (General Certificate of Secondary Education). For undergraduate students it would have been upper secondary school (or 6th form college) exit examinations taken at the end of Year 13 (General Certificate of Education: Advanced Level or Business and Technology Education Council). Participants were asked about four retrospective emotions about cancelled examinations (Relief, Gratitude, Anger, and Disappointment) and one prospective emotion (Test Anxiety). In addition participants also responded to items asking for control (expectancy and attribution) and value (positive and negative) appraisals, and academic buoyancy. Relief, anger, and disappointment, were measured using items adapted from the Achievement Emotions Questionnaire (Pekrun et al., 2011). Gratitude was measured using items adapted the Gratitude Questionnaire (McCulloch et al., 2002). Test anxiety was measured using the Multidimensional Test Anxiety Scale (Putwain et al., 2020). Control and value appraisals were measured using the Expectancy-Value-Cost Scale (Kosovich et al., 2017). In the SPSS dataset retrospective emotion items are labelled E1 - E24, test anxiety items as MTAS1 -MTAS16, control-value items as EVC1 - EVC13, and academic buoyancy items as B1 - B4. References Kosovich, J. J., Hulleman C. S., E. Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence, 35, 709-816. Martin, A.J. & Marsh, H.W. (2008) Academic buoyancy: towards an understanding of students’ everyday academic resilience, Journal of School Psychology, 46, 53–83. doi:10.1016/j.jsp.2007.01.002 McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112–127. Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., & Perry, R. P (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (2020). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, Advance Online Publication.



Test Anxiety, Emotion Perception, COVID-19