The effects of trait anxiety (stable anxiety resulting from personality characteristics pre-disposing an individual to anxiety) and test difficulty on state anxiety (transitory anxiety resulting from situations regarded as difficult or dangerous) and test difficulty perception of 25 undergraduates were studied. The Test Anxiety Inventory was used…

This study was designed to investigate mathematics performance as a function of anxiety, with examination for a relationship between mathematics and test anxiety and any sex differences on mathematics anxiety. The effects of evaluative stress on high and low mathematically anxious subjects was examined, and preliminary effort was made to…

Although research suggests that highly test anxious subjects are often motivated to escape from situations in which they are being evaluated, many persons in experimental situations do not see escape as an option. To examine the behavior of test anxious persons in aversive test situations, 60 college students, who were assessed as being high or…

The detrimental effects of anxiety in English as a second language/foreign language (ESL/FL) are investigated. Although empirical research on the subject of ESL/FL test affect is limited, helpful insights on test anxiety exist in the psychological literature. Two constructs in the anxiety literature are considered relevant for this study: trait…

Students in grades 6 to 8 are shown to display considerable variation in test anxiety, and results for this age group are comparable to previous studies with adult populations. Three factors rotated to an oblique solution accounted for 50 percent of the common score variance when a new 31-item version of the Mandler-Sarason Test Anxiety Scale was…

The hypothesis considered is that external evaluation of learning that a student may do for its intrinsic value may lessen the student's existing interest. Instructional movies were presented to students; in some cases students were told that they would (or in some cases, might) be tested on the contents, and in others they were not told this. The…

This study investigated relationships among anxiety, self-concept, achievement, sex and I.Q. in two educational settings: a structured formal setting and an open informal setting. A sample of 326 fourth grade students attending schools differing in structure and formality were given the following tests: The California Mental Aptitude Test; the…

There is a positive relationship between a selected measure of test anxiety and several measures of self-perception. Hypotheses of concommitant decreases in self-esteem as test anxiety increased were offered. Subjects consisted of 193 undergraduate students (123 females and 70 males) enrolled in educational psychology and foundations of education…

The incidental and intentional learning abilities of high- and low-test-anxious second, fourth, and sixth grade children were explored. (BRT)

The relationship between reflection-impulsivity as assessed by Kagan's Matching Familiar Figures test, and ratings of four personality variables (impulsivity, academic achievement motivation, test anxiety, and extra-version was examined in 68 fifth-grade children. (BRT)

Teachers and clinicians can help ease the anxiety of mildly- to moderately-handicapped three- to five-year-olds and their parents during educational assessment by: careful planning and preparation before testing; gathering all testing materials before screening; talking with parents; understanding children's feelings of restlessness and anxiety;…

A study of undergraduate students' perceived stresses, as solicited by graduate students, found the greatest stressors to be examination-related, followed by those related to meeting class assignments and to the teaching process. (MSE)

An experiment was conducted that contrasted a variant of computerized adaptive testing, self-adapted testing, with two traditional tests. Participants completed a self-report of text anxiety and were randomly assigned to take one of the three tests of verbal ability. Subjects generally chose more difficult items as the test progressed. (Author/LMO)

Examined test anxiety in 222 seventh and 188 eighth graders before taking the Metropolitan Achievement Test. Results showed race and test anxiety were significantly related to test performance in all five academic subjects, but there were no significant interactions between race and test anxiety, or sex and test anxiety. (Author/ABL)

Examined the relation between procrastination and academically related trait measures. Self-reported procrastination was positively correlated with delay in taking self-paced quizzes and negatively correlated with grade point average. High procrastinators, particularly women, were significantly more likely to report more test anxiety and to…