Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (GRE ) General Test

2001 ◽  
Vol 24 (3) ◽  
pp. 1-1
Author(s):  
Donald E. Powers
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
General Test ◽  
Graduate Record Examinations

Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (Gre©) General Test

2001 ◽  
Vol 24 (3) ◽  
pp. 249-273 ◽  
Author(s):  
Donald E. Powers
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Large Scale ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Large Scale Testing ◽  
General Test ◽  
Computer Based ◽  
Graduate Record Examinations ◽  
The Relationship

Despite some assumptions to the contrary, there is reason to believe that the introduction of computer-adaptive testing may actually help to alleviate test anxiety and diminish the relationship between test anxiety and test performance. This study provided a test of this hypothesis. Results are based on a sample of the Graduate Record Examinations (GRE©) General Test takers who took the computer-adaptive version of the test, and another sample of GRE examinees who took the paper-based version of the test. After taking the test, all examinees completed both a test anxiety inventory and an inventory concerning attitudes toward computers. Relationships were examined between performance on each of the three GRE General Test measures and reports of test anxiety (both worry and emotionality) and computer attitudes (both anxiety and confidence). For both the test anxiety and the computer attitudes scales, the relationship to GRE scores was similar for the computer-adaptive and paper-based GRE General Test. Thus, there was no support for the study's major hypothesis. Several ancillary findings, however, do have implications for large-scale testing programs, especially those moving to computer-based testing.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

scholarly journals EXAMINEE BACKGROUND CHARACTERISTICS AND GRE GENERAL TEST PERFORMANCE

1992 ◽  
Vol 1992 (2) ◽  
pp. i-15
Author(s):  
Lawrence J. Stricker ◽  
Donald A. Rock
Keyword(s):  
Test Performance ◽  
Background Characteristics ◽  
General Test

Influence of Test Anxiety on Measurement of Intelligence

2003 ◽  
Vol 92 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Ron Oostdam ◽  
Joost Meijer
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Verbal Ability ◽  
First Grade ◽  
Measurement Model ◽  
Stressful Situation ◽  
Self Confidence ◽  
Junior Secondary ◽  
Two Factors ◽  
Low Performance

In this study a measurement model for a test anxiety questionnaire was investigated in a sample of 207 Dutch students in the first grade of junior secondary vocational education. The results of a confirmatory factor analysis showed that a model for test anxiety with three factors for worry, emotionality, and lack of self-confidence is associated with a significantly better fit than a model comprised of only the first two factors. The relations of the three test anxiety factors to scores on intelligence tests for measuring verbal ability, reasoning, and spatial ability were examined. The results indicated that test anxiety appears to be transitory: the negative relation between test anxiety and test performance promptly fades away. Finally, we examined whether a distinction can be made between highly test anxious students with low performance due to worrisome thoughts (interference hypothesis) or low ability (deficit hypothesis). Results do not support the deficit hypothesis because the scores of all highly test anxious students increased in a less stressful situation.

Examinee background characteristics and GRE general test performance

Intelligence ◽  
1995 ◽  
Vol 21 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Lawrence J. Stricker ◽  
Donald A. Rock
Keyword(s):  
Test Performance ◽  
Background Characteristics ◽  
General Test
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