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Differential effects of stress‐inducing instructions on anxiety, learning and performance
Author(s) -
MARTON FERENCE I.,
FRANSSON ANDERS,
JONSSON BARBRO,
KLENELL ANNCHARLOTTE,
ROOS BIRGITTA
Publication year - 1973
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.1973.tb00114.x
Subject(s) - psychology , anxiety , confusion , differential effects , stress (linguistics) , developmental psychology , clinical psychology , medicine , psychiatry , psychoanalysis , linguistics , philosophy
Marton, F. I., Fransson, A., Jonsson, B., Klenell, A.‐Ch. & Roos, B. Differential effects of stress‐inducing instructions on anxiety, learning and performance. Scand. J. Psychol., 1973, 14, 213–219.‐In an attempt to investigate the effects of induced stress on anxiety, learning and performance, the separate effects on the learning and performance phases were obtained by varying the timing of the introduction and the removal of stressinducing instructions. Stess‐inducing instructions had a positive effect on learning but were not significantly related to the level of anxiety in the learning phase. In the performance phase the results were reversed, i.e. the stress‐inducing instructions had a significantly positive effect on the level of anxiety but none on performance. The apparent paradox stemming from the significant negative relationship between anxiety and achievement within conditions could be resolved by considering the common confusion concerning statistical vs. causal relationship.