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Anxiety and classroom examination performance
Author(s) -
Daniels Bob,
Hewitt Jay
Publication year - 1978
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(197804)34:2<340::aid-jclp2270340215>3.0.co;2-k
Subject(s) - psychology , anxiety , generalization , rote learning , developmental psychology , clinical psychology , cognitive psychology , mathematics education , teaching method , psychiatry , cooperative learning , mathematical analysis , mathematics
Studied classroom examiniation performance over the course of an entire semester as a function of (a) students' anxiety level (high, medium, low); (b) difficulty level of exam question (more vs. less difficult); (c) type of exam question (rote memory vs. generalization); (d) sex of S ; and (e) intelligence level of S As expected, there was a strong main effect of anxiety and a significant interaction between anxiety and item difficulty. The latter was conisstent with the Hull‐Spence formulation of learning and performance‐as the habit strenght of incorrect responses increases (i. e., as the items become more difficult), the superiority of low over high anxiours S s also should increase. When item difficulty was held constant, anxiety did not interact with type of exam question.