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Modeling effects on the intelligence test performance of test‐anxious children
Author(s) -
Raskind Leslie T.,
Nagle Richard J.
Publication year - 1980
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(198007)17:3<351::aid-pits2310170312>3.0.co;2-y
Subject(s) - psychology , test anxiety , anxiety , test (biology) , coping (psychology) , developmental psychology , clinical psychology , psychiatry , biology , paleontology
To evaluate the efficacy of modeling techniques for enhancing the performance of test‐anxious children, 96 low‐, middle‐, and high‐test‐anxious children were assigned to one of three modeling conditions varying in degree of task structure and information provided about a testing session. Children either viewed a modeling film depicting an anxious peer overcoming test anxiety during a test session (Observation condition); viewed a similar film in which the examiner instructed the anxious child in coping techniques (Coping condition); or saw an unrelated film (Control condition). Contrary to expectations, no film nor anxiety effect nor any interactions were significant. Failure to replicate previous studies was attributed to control of examiner bias, superior statistical and experimental controls, and to differences in subject characteristics. The efficacy of modeling films in enhancing rapport during the test situation has not been conclusively demonstrated.