Premium
Anxiety and instruction effects on sixth‐grade students in a testing situation
Author(s) -
Trentham Landa L.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197907)16:3<439::aid-pits2310160324>3.0.co;2-2
Subject(s) - psychology , anxiety , creativity , test anxiety , test (biology) , developmental psychology , clinical psychology , analysis of variance , social psychology , psychiatry , paleontology , biology , machine learning , computer science
This study investigates the relationships of anxiety levels and instruction effects in a creativity‐testing situation with sixth‐grade students. Students were blocked into high, medium, and low anxiety groups using the Sarason Test Anxiety Questionnaire for Children. Students were then randomly assigned to one of three conditions: regular instructions for the TTCT, original example instructions, or anxiety‐creating instructions. Results of analysis of variance indicated that anxiety is negatively related to creativity test scores. In light of previous research it is interesting that there is no instruction effect and that the anxiety‐instruction interaction is not significant.