The interaction among anxiety, stress instructions, and difficulty.

Wiener, G.

doi:10.1037/h0047310

Cited by 14 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Except for the results for boys on SAT-M, this suggests a contradiction to the findings of several workers, who have shown that the difficulty of a test is particularly detrimental to the performance of high-anxious subjects (Sarason & Palola, 1960;Wiener, 1959;McKeachie, 1958).…”

Section: The Simultaneous Equations Analysiscontrasting

confidence: 79%

Effect of Anxiety on Verbal and Mathematical Examination Scores

French

1962

Educational and Psychological Measurement

View full text Add to dashboard Cite

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.

show abstract

Section: The Simultaneous Equations Analysiscontrasting

confidence: 79%

Effect of Anxiety on Verbal and Mathematical Examination Scores

French

1962

Educational and Psychological Measurement

View full text Add to dashboard Cite

show abstract

“…Taylor's (1958) data indicated that high-anxious subjects were superior to low-anxious subjects under neutral conditions, but that reporting inadequate performance (stress) impaired the performance of all subjects. The foregoing studies and those by Wiener (1959) and Waite and others (1958) tended to confirm the idea that stress and/or anxiety produce responses that interfere, or are incompatible, with the learning task. Bardach (1960), S. B.…”

Section: Anxietymentioning

confidence: 63%

Chapter VI: Meaningful Learning: Motivational, Personality, Interpersonal, and Social Variables

Vesta¹

1961

Review of Educational Research

View full text Add to dashboard Cite

THIS CHAPTER deals with studies of the motivational, personality, and social-cultural variables affecting meaningful learning. The section on extrinsic versus intrinsic motivation surveys the motivating effects of instructions on ego involvement, level of aspiration, and achievement motive. The personality variables given greatest attention are anxiety, self-attitudes, authoritarianism, and values and interests. The section on research on social-cultural variables includes teacher-pupil and peer relationships as well as group versus individual learning settings and the learning-variable concomitants of socioeconomic status.

show abstract

“…have suggested that these "task irrelevant" responses may be manifested as feehngs of madequacy, helplessness, and heightened somatic reacbons Evidence supportmg the predicbon that high levels of TAS are detnmental to task performance has been reported by , Sarason, Mandler, and Craighill (1952), and Wiener (1959). However, several studies also fail to confirm this "habit hypothesis" of anxiety , Sarason, 1959 In hght of the achievement and anxiety studies reported above, it appears plausible that neither a nonassociabve classificabon of the MAS nor an associabve one of the TAS and n Ach IS entu-ely correct For example, MAS studies mvolving noncompebtional situabons suggest that high levels of anxiety enhance perfonnance m much the same manner as achievement mobvabon leads to performance mcrements Similarly, the performance of high TAS Ss seems to parallel the performance of Ss who score low on measures of n Ach.…”

Section: Larry W Hoys and Leonard Worellmentioning

confidence: 92%