The Relation of Test Anxiety and Defensiveness to Test and School Performance over the Elementary-School Years: A Further Longitudinal Study

Hill, Kennedy T.; Sarason, Seymour B.

doi:10.2307/1165770

Cited by 153 publications

(102 citation statements)

References 24 publications

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“…Similarly, with regard to gender differences in language anxiety, some studies showed females to report higher levels of domain-or task-specific anxiety (Cheng, 2002;Chiang, 2006), other studies did not (Cronjäger, 2007;MacIntyre, Baker, Clément & Donovan, 2002;Onwuegbuzie, Bailey & Dailey, 2000b). However, an apparently existing gender difference does not mean that males in general will be less anxious but rather that they are more defensive and hesitant to admit personal threat (Hill & Sarason, 1966). As these findings refer to a wide range of learner samples and methodological approaches, they do not allow for predicting the magnitude and direction gender differences in secondary EFL learners´ self-beliefs about oral narrative competencies.…”

Section: Objectives Of the Present Studymentioning

confidence: 79%

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Faber

2018

EJREP

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Section: Objectives Of the Present Studymentioning

confidence: 79%

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Faber

2018

EJREP

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“…G. Sarason, 1980). By the late elementary school years, the age of subjects in the present study, low anxious students are over two years ahead of high anxious students in reading and arithmetic test performance, and, in addition, have much higher report card grades in all academic subjects (Hill & Sarason, 1966). More generally, low anxious children perform significantly better than their high anxious counterparts on a wide variety of cognitive, learning, and problem-solving activities given under normal evaluative conditions (see Dusek, 1980).…”

Section: Anxietymentioning

confidence: 60%

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Crismore

Hill

1988

Journal of Reading Behavior

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The role of attitudinal, voice, and informational metadiscourse characteristics and level of student anxiety were studied as they affect learning from social studies textbooks for 120 sixth-graders. Analyses of covariance, controlling for reading ability, revealed significant interaction effects involving metadiscourse and anxiety. As expected, high anxious students showed their best performance with first person voice and no attitudinal metadiscourse while low anxious students showed the opposite effect. The importance of studying the joint effects of metadiscourse and anxiety as determinants of textbook reading is discussed.The present study examines the effects of adding metadiscourse characteristics to a text on children's understanding of social studies textbook materials as a function of their level of test anxiety. To the authors' knowledge, this is the first experimental investigation systematically studying metadiscourse variables in a fully crossed orthogonal design. It is also the first attempt to relate evaluation anxiety to metadiscourse characteristics and social studies textbook learning and retention. METADISCOURSEAccording to Williams (1985) metadiscourse is ... writing about writing, whatever does not refer to the subject matter being addressed. This includes all 249

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“…Sarason, Davidson, Lighthall, Waite, and Ruebush (1960) and Hill and Sarason (1966) suggest that a high test-anxious child has strong dependency needs and that these needs partially mediate the interfering effect of test anxiety for such children.…”

Section: The Effects Of Anxiety On Dependency and Suggestibilitymentioning

confidence: 99%

Effect of State and Trait Anxiety and Prestige of Model on Imitation

et al. 1983

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This study investigated the effects of state and trait anxiety on subjects' imitation of prestigious models. Female undergraduates were administered the Trait-anxiety scale of the State-Trait Anxiety Inventory and were then subjected either to anxiety inductions or relaxation procedures to manipulate state-anxiety levels. Four groups of 30 subjects each were obtained: high trait-high state, low trait-low state, high trait-low state, and low trait-high state. Subjects were then exposed to either a model of high prestige, one of low prestige, or a no-model condition. A visual fixation measure was taken to determine the amount of time subjects actually spent observing the model. A significant correlation was found between time spent observing the model and time taken to complete the maze. Subjects observing the model of high prestige tended to imitate the model's response style more than subjects observing one low in prestige. Highly trait-anxious subjects imitated more than low trait-anxious subjects when exposed to the model high in prestige. Since this study used only females, inferences to males should be made cautiously.

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The Relation of Test Anxiety and Defensiveness to Test and School Performance over the Elementary-School Years: A Further Longitudinal Study

Cited by 153 publications

References 24 publications

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Effect of State and Trait Anxiety and Prestige of Model on Imitation

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