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ERIC Number: ED190594
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Anxiety, Prior Achievement, and Instructional Support.
Tobias, Sigmund; Redfield, Robert
The interaction between prior achievement, anxiety, and different instructional treatments were examined. The expectation that there is an inverse relationship between prior achievement and the amount of instructional support required in order to accomplish an objective was tested. A total of 120 subjects (student volunteers from a senior campus and community college campus) participated in the study. The students listened to a brief lecture on an audio tape recorder; half were assigned to a situation in which they could rewind the tape to reinstitute instruction. The number of times the rewind button was activated was recorded. The other students could not rewind. A pretest, the Test Anxiety Scale, and the Worry Emotionality Scale were administered. After the audio lecture, a posttest (identical to the pretest) was administered, as well a readministration of the Worry Emotionality Scale. Data were analyzed by multiple linear regression techniques. The results, summarized in tabular form, were contrary to expectations. Interaction indicated that at low pretest levels there were no differences between groups; but, at higher test levels, the rewind group outperformed the no rewind group. (Author/GSK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: City Univ. of New York, NY. Inst. for Research and Development in Occupational Education.; City Univ. of New York, NY. Center for Advanced Study in Education.
Authoring Institution: City Univ. of New York, NY.
Identifiers: Sarason Test Anxiety Scale; Worry Emotionality Scale (Liebert and Morris)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).