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Interactive Effects of Achievement Anxiety, Academic Achievement, and Instructional Mode on Performance and Course Attitudes
Author(s) -
Callis Carolyn,
Dickey Lois E.
Publication year - 1980
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x8000800307
Subject(s) - anxiety , psychology , academic achievement , mathematics education , multivariate analysis of variance , student achievement , instructional design , mode (computer interface) , medical education , developmental psychology , computer science , medicine , machine learning , psychiatry , operating system
The study focused on the interactive effects of achievement anxiety, academic achievement, and instructional mode on performance and course attitudes. A second concern of the study was to ascertain the differential effect of instructional mode on achievement anxiety of subgroups of students enrolled in an undergraduate clothing design course. Multivariate analysis of variance (MANO VA) was used to assess the interactive effects of achievement anxiety, cumulative point‐hour ratio (CPHR), and instructional mode on (a) two tests designed to measure knowledge and application of course content and (b) a course at titude scale. There were no significant interactions nor main effects. However, there was evidence that for the students with low CPHR and initially high debilitative anxiety, the TV lecture‐supervised laboratory mode provided a learning environment more facilitating in regard to achievement anxiety than the independent study mode.