The Effects of Trait Anxiety and Test Difficulty on Undergraduates' State Anxiety

Head, L. Quinn; Lindsey, Jimmy D.

doi:10.1080/00223980.1983.9923589

“…State anxiety was based upon how an individual feels in the moment due to their interaction with their current environment. Both were included because research has indicated that TA is comprised of trait and state anxiety (Chamorro-Premuzic et al, 2008;Head & Lindsey, 1983).…”

Section: Methodsmentioning

confidence: 99%

“…The STAI-T has two subscales: State Anxiety and Trait Anxiety (Bados, Gomez-Benito, & Balaguer, 2010). The Trait Anxiety scale (STAI-T) was used in this study because previous research has supported the notion that trait anxiety is a significant predictor of TA (Chamorro-Premuzic et al, 2008;Head, Engley, & Knight, 1991;Head & Lindsey, 1983). The STAI-T has a high reliability coefficient (α = .86;Julian, 2011).…”

Section: Trait Anxietymentioning

confidence: 99%

Anxious Solitary Adolescents' Coping in Response to Peer Stress

Scott¹,

Shell²,

Gazelle³

2015

PsiChiJournal

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of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate students mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges.Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters.Psi Chi serves two major goals. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENTThe twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience.

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“…State anxiety was based upon how an individual feels in the moment due to their interaction with their current environment. Both were included because research has indicated that TA is comprised of trait and state anxiety (Chamorro-Premuzic et al, 2008;Head & Lindsey, 1983).…”

Section: Participantsmentioning

confidence: 99%

“…The STAI-T has two subscales: State Anxiety and Trait Anxiety (Bados, Gomez-Benito, & Balaguer, 2010). The Trait Anxiety scale (STAI-T) was used in this study because previous research has supported the notion that trait anxiety is a significant predictor of TA (Chamorro-Premuzic et al, 2008;Head, Engley, & Knight, 1991;Head & Lindsey, 1983). The STAI-T has a high reliability coefficient (α = .86;Julian, 2011).…”

Section: Trait Anxietymentioning

confidence: 99%

Untitled

2015

PsiChiJournal

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of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate students mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters.Psi Chi serves two major goals. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENTThe twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience.ABSTRACT. Test anxiety (TA) is a multifaceted domain defined as "the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation" (Zeidner, 1998, p. 17). Despite TA being comprised of various components, current scales do not assess all aspects of TA because they were developed utilizing a theory stating that TA has only two components. Therefore, these scales lack content validity of this construct. The purpose of the present study was to create a scale that more comprehensively measured TA among students. The Test and Examination Anxiety Measure (TEAM) was developed and administered to undergraduate and graduate students (N = 362). The study examined convergent validity with measures of trait anxiety, TA, and academic performance. Results indicated that the TEAM produced optimal reliability (α = .90) and validity. The TEAM had significant positive correlations with the State-Trait Anxiety Inventory (r = .50, p < .001) and the Test Anxiety Inventory (r = .79, p < .001) as well as a significant negative correlation with grade point average. These outcomes showed that the ...

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“…Schwarzer, Van de Ploeg, and Spielberger (1982) defined trait anxiety as stable, individual differences in proneness to anxiety and defined state anxiety as a transitory, emotional condition characterized by subjective, conscious feelings. One study found that trait anxiety coupled with test difficultly induces state anxiety in some undergraduate students (Head & Lindsey, 1983). In that study, students were faced with a test situation and those with higher trait anxiety exhibited significantly higher levels of state anxiety than did students with low trait anxiety.…”

Section: Introductionmentioning

confidence: 95%

Learning Statistics using Concept Maps

Cravalho

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The aim of this thesis was to study the use of concept mapping in an undergraduate statistics course in order to examine the effects on statistics anxiety and academic performance by means of a two-group quasi-experimental design. Two undergraduate statistics classes were recruited for this study with one serving as the treatment (concept map) group and one serving as the control (standard instruction) group. It was hypothesized that the use of concept mapping would decrease the statistics anxiety and improve the academic performance of students in the concept map group when compared with the control group. The statistics anxiety of the concept map group decreased more than that of the control group over the course of the semester, but the group differences in anxiety were not found to be statistically significant. The academic performance of both the concept map and control groups remained relatively stable throughout the course of the semester, and the groups did not significantly differ on academic performance measures. Significant differences were found between the concept map and control group on the interpretation anxiety subscale of the statistical anxiety measure used in this study and between the proficient and non-proficient concept map user scores on the computational section of the third academic performance measure. The study hypotheses were not supported. It is suggested that future research include less concept map training, more specific instruction for concept map creation, and investigation of particular student groups. v ACKNOWLEDGEMENTS For a long time, it was my goal to graduate from San José State University with a master's degree in psychology. Everyone who supported me made the realization of that goal possible. First of all, I would like to thank my graduate advisor, Dr. Ronald Rogers, for always making time to help me with my thesis project. Thank you for pushing me to put forth my greatest effort, not just on this project, but also throughout my time at San Jose State University. I would also like to thank Dr. Sean Laraway for helping me appreciate statistics and for answering my many questions with the utmost sincerity. I appreciate you sharing your past experiences with me; you always knew how to communicate to me that my analysis was going to be fine, no matter how confused I felt at times. In addition, I would like to thank Dr. Mary Mcvey for her irreplaceable insight into applied educational research. Meeting with you always helped me to balance this project between the world of experimental psychology and educational psychology. Moreover, I would like to thank my undergraduate mentor, Dr. Randy Isaacson, for allowing me to work under his expert tutelage. Your lessons taught me about education and research, but also about how to lead a good life inside and outside of the classroom. Finally, I would like to thank some of my family members. First and foremost, I need to thank my mother and father for always supporting my goals and for sacrificing so much in order for me to accomplish...

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The Effects of Trait Anxiety and Test Difficulty on Undergraduates' State Anxiety

Cited by 9 publications

References 5 publications

Anxious Solitary Adolescents' Coping in Response to Peer Stress

Anxious Solitary Adolescents' Coping in Response to Peer Stress

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Learning Statistics using Concept Maps

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