1520-6807/asset/cover.gif?v=1&s=bc81c672c49a9b6e854242d397a153f08fb4b244 "Psychology in the Schools")
The authors are grateful to Tom Michaels and Darleen Stahl for their assistance in data collection and analysis.
1520-6807/asset/PITS_left.gif?v=1&s=b5b7e01764775393abc921244c36d90e455d606a)
1520-6807/asset/PITS_centre.gif?v=1&s=54410c2cac17d40406f9ff50622d5de6e47bf1a0)
1520-6807/asset/PITS_right.gif?v=1&s=c836e7124a0ab4b5b0f25145fe35b26b2007a79f)
General
Effects of test anxiety on performance, worry, and emotionality in naturally occurring exams
Article first published online: 14 FEB 2006
DOI: 10.1002/1520-6807(197807)15:3<446::AID-PITS2310150326>3.0.CO;2-B
Copyright © 1978 Wiley Periodicals, Inc., A Wiley Company
Additional Information
How to Cite
Deffenbacher, J. L. and Deitz, S. R. (1978), Effects of test anxiety on performance, worry, and emotionality in naturally occurring exams. Psychology in the Schools, 15: 446–450. doi: 10.1002/1520-6807(197807)15:3<446::AID-PITS2310150326>3.0.CO;2-B
Publication History
- Issue published online: 14 FEB 2006
- Article first published online: 14 FEB 2006
Funded by
- The Faculty Council Committee for Research, Graduate School, Colorado State University
- Abstract
- References
- Cited By
Abstract
Test performance and reported anxiety levels of high and low test-anxious subjects taking either a regular exam or an exam containing brief, written relaxation instructions were compared. A consistent main effect for test anxiety was found; high test-anxious subjects performed more poorly and reported greater worry and emotionality than did low test-anxious subjects. Effects for the relaxation manipulation were found only on the second of three exams where the high anxious subjects receiving the relaxation exam format reported less worry than the high anxiety-regular exam group. Results provide greater external validity for the Test Anxiety Scale (TAS).