Test Anxiety and Cue Utilization Deficit
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This study investigated the organizational cue utilization deficit as a function of test anxiety level. A 2 (cue) x 3 (anxiety) x 3 (testing mode) mixed factorial design employed the experimental material of phrase list developed from the main textbook of subjects' course. The deficit for high test-anxious subjects was generalized to related meaningful and, also, found clearly general occurring for all types of performance measures of the study: The mean performance of high test-anxious subjects tended to be inferior to that of less anxious subjects and their memory were less organized. The retrieval cue was effective only for those subjects who encode superficially and employ more repetitive and less elaboration of structural organization. The results were discussed from an attention as well as arousal-cue-untilization hypothesis.
Abstract
This study investigated the organizational cue utilization deficit as a function of test anxiety level. A 2 (cue) x 3 (anxiety) x 3 (testing mode) mixed factorial design employed the experimental material of phrase list developed from the main textbook of subjects' course. The deficit for high test-anxious subjects was generalized to related meaningful and, also, found clearly general occurring for all types of performance measures of the study: The mean performance of high test-anxious subjects tended to be inferior to that of less anxious subjects and their memory were less organized. The retrieval cue was effective only for those subjects who encode superficially and employ more repetitive and less elaboration of structural organization. The results were discussed from an attention as well as arousal-cue-untilization hypothesis.