Effects of Test Anxiety and Coacting Groups on Learning and Performance

Abstract

This experiment dealt with the relationship between a personality variable and behavior in coacting groups. 96 male Ss differing in test anxiety (high, middle, low) were equally divided at random into 2 groups and given either a paired-associate learning task or 2 performance tasks (vowel cancellation and multiplication problems) under 1 of 2 conditions. Half the Ss worked in coacting groups of 4 members each while the remainder worked on the tasks alone. With the learning task, no significant differences were found between Ss who learned in groups and those who learned alone regardless of anxiety level. With the performance tasks, the group situation was detrimental for both the high- and middle-anxious Ss while facilitative for the low-anxious Ss on the vowel cancellation task; however, no significant effects were found on the multiplication task.

Social facilitation effects in recognition memory

“…When individuals are observed by others during acquisition, their short-term recall is impaired. (This result is consistent with the findings of the paired-associates learning paradigm discussed above, and with other studies investigating the effects of observer presence on learning performance [Burri, 193 1;Ganzer, 1968;Pederson, 1970;Pessin, 19331.) However, as the time between acquisition and testing increases, the effect diminishes and then reverses.…”

“…Seven of the studies reviewed above fall victim to this criterion (Burri, 193 1; Cottrell et a f . , Deffenbacher et af., 1974;Geen, 197 1, 1974;Kawamura-Reynolds, 1977;Pederson, 1970). Other studies contained no clear presence condition.…”

“…, 1967; Deffenbacher et af., 1974;Geen, 197 1, 1974;Kawamura-Reynolds, 1977;Pederson, 1970). Other studies contained no clear presence condition.…”

“…, 1967; Criddle, 197 1;Ganzer, 1968;Kawamura-Reynolds, 1977;Manstead & Semin, 1980; Jon Hartwick and Dennis H . Nagao Pederson, 1970;Pessin, 1933) where acquisition and testing necessarily are ,intertwined as subjects proceed through the learning trials. Other research has varied observer presence during acquisition while holding the situation constant during the memory test (Deffenbacher et al, 1974;Geen, 197 1, 1974).…”

Effect of Peer-Induced Anxiety on a Problem-Solving Task

“…Studies investigating the relationship of anxiety to performance have indicated that highly anxious Ss differ from Ss low in anxiety in that the performance of the former is lowered under conditions of personal threat or stress (Atkinson, 1964;Klein, Frederlksen, & Evans, 1969;Pederson, 1970;Sarason, 1959Sarason, , 1960Sarason, , 1961, lack of confidence and feelings of inadequacy (Mandler & Sarason, 1952), and group pressure (Rule & Sandiland, 1969). 'This experiment was conducted with the advice of I-Ning Huang as an independent study.…”