ERIC Number: ED033064
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Simulation of Anxiety Situations and Its Resultant Effect on Anxiety and Classroom Interaction of Student Teachers.
Gustafson, Kent L.
The purpose of this research experiment was to investigate the effectiveness of one type of simulation (consisting of a series of anxiety-inducing motion picture vignettes, split-screen video tape recording, and a trained recall worker) in reducing anxiety and thereby increasing the subsequent classroom interaction of student teachers. A secondary purpose was to test the statement made by Cherryholmes (1966) and others that simulation cannot change attitudes. A pretest-posttest design, applied to 30 students randomly selected from a secondary methods course and randomly assigned to provide equal size experimental and control groups, led to several conclusions regarding the effectiveness of this type of simulation experience. The simulation experience did not lower the general anxiety level of student teachers (as measured by the IPAT Anxiety Scale). It did not lower the concern of the subjects for classroom discipline (Triplett instrument), nor increase their self-concept (researcher-designed instrument), nor increase the success rating assigned to student teachers by their student-teaching coordinators. Although student talk, as measured by Flanders' interaction system, did increase in classrooms of student teachers who had the simulation experience, student-initiated talk did not increase. Thus, the one positive finding is suspect since no other directional hypotheses were supported. (Author/JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan State Univ., East Lansing.
Identifiers: Flanders System of Interaction Analysis; IPAT Anxiety Scale