Test Anxiety, Sex, and Exam Type

1985 ◽  
Vol 56 (2) ◽  
pp. 663-668 ◽  
Author(s):  
David Furst ◽  
Gershon Tenenbaum ◽  
Gilad Weingarten
Keyword(s):  
Test Anxiety ◽  
Physical Performance ◽  
State Anxiety ◽  
Academic Disciplines ◽  
Global Measure ◽  
Outcomes Measures ◽  
Pencil And Paper ◽  
And Performance ◽  
Complex Relationships ◽  
Performance Examination

This study investigated the relationships (a) among worry, emotionality, and a more global measure of state anxiety before three types of examinations (objective, physical performance, and subjective) given in three academic disciplines and (b) among the three anxiety measures and expected and actual outcomes for 146 men and 217 women (age: M = 23.72, SD = 3.33). Across all types of examinations women scored higher on emotionality and general state anxiety than men. Women tended to underestimate and men to overestimate their performance. Both sexes were more emotional before pencil-and-paper examinations than physical performance examinations, but they worried more before the performance examination. Correlations indicated clearer and more consistent relationships for women between expectations, performance, relative success, and the outcomes measures. For men, more complex relationships with both somative and cognitive anxiety across types of examination were found. It is suggested that test anxiety and performance on examinations be studied in relation to both differences in gender and type of examination.

The Effect of Computer-Administered Testing on Test Anxiety and Performance

1987 ◽  
Vol 3 (4) ◽  
pp. 429-433 ◽  
Author(s):  
Maria M. Llabre ◽  
Nancy E. Clements ◽  
Katharine B. Fitzhugh ◽  
Gary Lancelotta ◽  
Roy D. Mazzagatti ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Short Form ◽  
Developmental Reading ◽  
Private University ◽  
Female College Students ◽  
Mental Maturity ◽  
Pencil And Paper ◽  
And Performance ◽  
Mean Differences

The purpose of this study was to determine the effect of a computer-administered test on test anxiety and performance. The sample comprised twenty-six male and fourteen female college students enrolled in a developmental reading course at a private university. Subjects were randomly assigned to either a computerized or to a pencil-and-paper testing situation. Both groups were administered a revised version of the Test Anxiety Scale (TAS-R) and a sample of items from the California Short-Form Test of Mental Maturity (CMM). Mean differences between groups on the TAS-R and the CMM were tested for significance using t-tests. The results indicated significant differences in anxiety level, t(38) = −1.87, p < .05, and test performance, t(38) = 2.68, p < .01. It was concluded that computer-administered testing can potentially increase test anxiety and depress test performance for examinees who are relatively unfamiliar with computers.

scholarly journals Association of Cognitive Function Screening Results with Adherence and Performance in a Pedometer-Based Intervention

2021 ◽  
pp. 1-9
Author(s):  
Anoop Sheshadri ◽  
Piyawan Kittiskulnam ◽  
Cynthia Delgado ◽  
Rebecca L. Sudore ◽  
Jennifer C. Lai ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Cognitive Function ◽  
Physical Performance ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Controlled Trial ◽  
Cognitive Status ◽  
Dialysis Patients ◽  
Exercise Interventions ◽  
And Performance

<b><i>Introduction:</i></b> A randomized, controlled trial of a pedometer-based walking intervention with weekly activity goals led to increased walking among dialysis patients. We examined whether impairment per cognitive function screening is associated with adherence and performance in the intervention. <b><i>Methods:</i></b> Thirty dialysis patients were randomly assigned to a 3-month pedometer-based intervention with weekly goals. Participants were administered the Telephone Interview of Cognitive Status (TICS), a test of global mental status. We examined the association of levels of impairment on the TICS (≥33: unimpaired, 26–32: ambiguous impairment, 21–25: mild cognitive impairment [MCI]) with adherence, achieving weekly goals, and increasing steps, physical performance (Short Physical Performance Battery, SPPB), and self-reported physical function (PF) through multivariable linear mixed-model and logistic regression analyses adjusted for age, sex, BMI, dialysis modality, baseline steps, baseline SPPB, and stroke status. <b><i>Results:</i></b> One-third of participants were unimpaired, and 13% had MCI. Participants with worse results on cognitive function screening missed more calls and completed fewer weekly goals than participants with better results. During the intervention, a worse result on cognitive function screening was associated with smaller increases in steps compared to those without impairment: (ambiguous: −620 [95% CI −174, −1,415], MCI: −1,653 [95% CI −120, −3,187]); less improvement in SPPB (ambiguous: −0.22 points [95% CI −0.08, −0.44], MCI: −0.45 [95% CI −0.13, −0.77]); and less improvement in PF (ambiguous: −4.0 points [95% CI −12.2, 4.1], MCI: −14.0 [95% CI −24.9, −3.1]). During the postintervention period, a worse result on cognitive function screening was associated with smaller increases in SPPB (ambiguous: −0.54 [95% CI −1.27, 0.19], MCI: −0.97 [95% CI −0.37, −1.58]) and PF (ambiguous: −3.3 [95% CI −6.5, −0.04], MCI: −10.5 [95% CI −18.7, −2.3]). <b><i>Discussion/Conclusion:</i></b> Participants with worse results on cognitive function screening had worse adherence and derived less benefit from this pedometer-based intervention. Future exercise interventions should be developed incorporating methods to address cognitive impairment, for example, by including caregivers when planning such interventions.

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.

Anxiety and the Ironman: Investigating the Antecedents and Consequences of Endurance Athletes’ State Anxiety

1995 ◽  
Vol 9 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Jon Hammermeister ◽  
Damon Burton
Keyword(s):  
Pacific Northwest ◽  
State Anxiety ◽  
Significant Negative Correlation ◽  
Endurance Athletes ◽  
The Pacific ◽  
Negative Thoughts ◽  
Sport Type ◽  
Antecedents And Consequences ◽  
And Performance ◽  
Measure Of Performance

This investigation had three primary purposes: (a) investigating whether anxiety has a major debilitating effect on the performance of endurance athletes, (b) assessing whether age or sport-type differences were evident in the precompetitive state anxiety patterns of triathletes and two of their singlesport counterparts, and (c) testing the anxiety–performance hypothesis for endurance athletes using an intraindividual measure of performance. Subjects were 293 endurance athletes recruited from races in the Pacific Northwest. Results revealed that precompetitive anxiety did not impair the performance of endurance athletes. Triathletes were significantly more cognitively and somatically anxious than either runners or cyclists, and older endurance athletes were found to experience significantly less cognitive anxiety than did their younger counterparts. Results did not support the anxiety–performance hypothesis, although a significant negative correlation was found between negative thoughts during the race and performance.

Effects of a Rational–Emotive Education Program on Heightened Anxiety Levels of Female Collegiate Gymnasts

1991 ◽  
Vol 5 (3) ◽  
pp. 235-255 ◽  
Author(s):  
P. Kevin Elko ◽  
Andrew C. Ostrow
Keyword(s):  
Education Program ◽  
State Anxiety ◽  
Sport Competition ◽  
High Anxious ◽  
Self Talk ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
Anxiety Levels ◽  
Collegiate Gymnasts ◽  
And Performance

This study examined the effects of a Rational-Emotive education program on the competitive state anxiety levels and performance of female collegiate gymnasts who were identified as anxiety prone. The gymnasts (n=6) were participants on a Division I gymnastic team during the 1988–89 season. The high-anxious gymnasts were distinguished from their teammates via the Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1983) and the Sport Competition Anxiety Test (Martens, 1977) and were interviewed by the investigator prior to competition. They ranged from 17 to 22 years of age (M=19.25 yrs). Additionally, this study analyzed the effects of the education program on performance and thought listening (positive vs. negative self-talk). The results revealed that the Rational–Emotive education program significantly decreased levels of cognitive anxiety in five of the six gymnasts. However, the influential effect of the program on somatic anxiety, performance, and thought listening was not significant.

Test anxiety, mood, and performance.

1974 ◽  
Vol 29 (5) ◽  
pp. 664-669 ◽  
Author(s):  
Bruce C. Wittmaier
Keyword(s):  
Test Anxiety ◽  
And Performance

High Levels of State or Trait Anxiety and Performance on Selected Verbal WAIS Subtests

1970 ◽  
Vol 27 (2) ◽  
pp. 375-379 ◽  
Author(s):  
Wilma J. Knox ◽  
Ricardo Grippaldi
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Digit Span ◽  
The State ◽  
State Trait Anxiety Inventory ◽  
High Anxiety ◽  
Anxiety Group ◽  
Anxiety Levels ◽  
And Performance ◽  
Curvilinear Relationships

Upon entering a VA domiciliary Ss were given the State-Trait Anxiety Inventory (STAI) and WAIS subtests, Arithmetic ( A), Similarities ( S) and Digit Span ( DS). Two analyses of variance were carried out among WAIS weighted scores on the three subtests for three groups of different state or trait anxiety levels (high, medium, and low). Analyses showed significant interactions between WAIS scaled scores and anxiety: p < .05 for state anxiety and p < .001 for trait anxiety. The high-anxiety group in each instance showed the classical expectation of a lower A and DS in comparison to S; performance on DS was highest for each medium anxiety group. The study of curvilinear relationships and interaction effects in anxiety was discussed.

Trait and State Anxiety before and after Competitive Performance

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1059-1074 ◽  
Author(s):  
Hallgeir Halvari ◽  
Torgrim Gjesme
Keyword(s):  
State Anxiety ◽  
Motor Task ◽  
Muscular Activity ◽  
Critical Factor ◽  
Physical Strength ◽  
Performance Errors ◽  
Before And After ◽  
Trait And State Anxiety ◽  
Direction Of Movement ◽  
And Performance

33 subjects were tested on competitive trait and state anxiety immediately before and after a competitive motor task of short duration (average performance time of 25 seconds). It required precise coordination of correct muscular activity, timing as well as speed, and physical strength that included explosive shifts in direction of movement. Two types of performance measures were employed, (a) number of errors during the performance and (b) the time it took to complete the motor task. Analysis showed a positive relation between trait anxiety and performance errors when a linear model was applied; however, when a curvilinear model was used, a strong significant U-relationship between errors and precompetition state anxiety emerged. Further, a strong positive linear relation between poststate anxiety and number of performance errors was observed. The results indicate that making errors in performance situations is a critical factor in producing postcompetition state anxiety.

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