Tensions And School Achievement Examinations

Hastings, J. Thomas

doi:10.1080/00220973.1944.11010298

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…Hallwork (1 964), summarizing the results, felt that in general there is a slight negative correlation between measures of anxiety and the performance of secondary schoolchildren; amongst students the correlation is positive but again very small. Hastings (1961) found that there was an inverse relationship between tension and exams but stressed that his high tension group were not confined to those with low marks in exams. On the whole this group had a much more variable performance.…”

Section: Anxiety and Stressmentioning

confidence: 95%

Examinations and higher education: a survey of the literature

Cox

1967

Higher Education Quarterly

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Section: Anxiety and Stressmentioning

confidence: 95%

Examinations and higher education: a survey of the literature

Cox

1967

Higher Education Quarterly

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“…This trait has been chosen because of its likely relevance to achievement, and because Thornton [46], Ryans [47] and others have shown this trait to have general validity and to be capable of reliable assessment.…”

Section: Persistencementioning

confidence: 99%

Student Selection--An Experimental Investigation: I

Himmelweit¹

1950

The British Journal of Sociology

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“…In most cases a low negative correlation has been found (Sarason & Mandler, 1952;Sarason, 1957;Spielberger, 1959;Matarazzo, et al, 1954;Hastings, 1944;Sarnoff, et al, 1959;Kerrick, 1955;Purcell, et al, 1952;Calvin, et al, 1955;Zweibelson, 1956;Dreger & Aiken, 1957). The first two listed above were using the College Board Scholastic Aptitude Test (SAT).…”

mentioning

confidence: 90%

Effect of Anxiety on Verbal and Mathematical Examination Scores

French

1962

Educational and Psychological Measurement

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A bitter complaint of some students who take college entrance tests is that the tests are taken under such conditions of pressure that it is impossible for them to show their best work. The primary aim of this research was to learn about the emotional states aroused in students at the time of college entrance testing and to obtain estimates of the effect of these states on test scores and on the validity of the test. It is important also to consider the question of how to heighten desirable emotional states and how to avoid undesirable ones. Although no attempt was made in this experiment to alter the subjects' reactions, it was felt that a first step would be taken toward doing this by asking students what they become anxious about and by obtaining information on what groups of students are most strongly affected by the pressures put on them by an examination. It was thought, for example, that in some people fear of failure may facilitate preparation for a test, may key a person up to unusual effectiveness during the test, or may inspire great effort to obtain high grades in college. On the other hand, for other people fear of failure might have an inhibiting effect on any or all of these.

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Tensions And School Achievement Examinations

Cited by 8 publications

References 12 publications

Examinations and higher education: a survey of the literature

Examinations and higher education: a survey of the literature

Student Selection--An Experimental Investigation: I

Effect of Anxiety on Verbal and Mathematical Examination Scores

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