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Related Experiment Videos

Anxiety and classroom examination performance.

B Daniels, J Hewitt

    Journal of Clinical Psychology
    |April 1, 1978
    PubMed
    Summary
    This summary is machine-generated.

    Student anxiety significantly impacts classroom exam performance, especially with more difficult questions. Lower anxiety levels benefit performance more as question difficulty increases, aligning with learning theories.

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    Area of Science:

    • Educational Psychology
    • Cognitive Psychology

    Background:

    • Student anxiety is a known factor affecting academic performance.
    • Understanding the interplay between anxiety, cognitive load, and test performance is crucial for effective learning environments.

    Purpose of the Study:

    • To investigate how student anxiety levels influence classroom examination performance.
    • To examine the interaction between anxiety, question difficulty, question type, sex, and intelligence.

    Main Methods:

    • Examined classroom examination performance across a semester.
    • Assessed students based on anxiety level (high, medium, low), question difficulty (more vs. less difficult), question type (rote memory vs. generalization), sex, and intelligence.

    Main Results:

    Related Experiment Videos

  • A strong main effect of anxiety on performance was observed.
  • A significant interaction between anxiety and item difficulty was found, supporting the Hull-Spence theory.
  • Anxiety did not interact with exam question type when difficulty was controlled.

    • Conclusions:

    • Student anxiety significantly modulates performance, particularly on more challenging exam items.
    • Findings support established learning and performance theories, highlighting the role of anxiety in academic settings.