ERIC Number: ED213711
Record Type: RIE
Publication Date: 1980
Reference Count: N/A
Effect of Test Anxiety, Locus of Control, and Use of Information Retrieval Aids on Academic and Predicted Performance of College Students.
Lusk, Sally Lechlitner; And Others
Parallel studies, by Sally L. Lusk at the University of Michigan, and by Linda Petty at Hampton Institute (Virginia), tested the hypothesis that students with a high amount of test anxiety would derive the greatest benefit from using information retrieval aids in the form of notecards during an examination. Also examined was the relationship between test anxiety and locus of control (whether students attributed responsiblity for test results to personal or external factors). For a sample of students at each university, a class examination was split into half and administered in two class sessions. During the first session, students were allowed to use a small notecard with class notes, but were not allowed to use notes for the second examination. Earlier in the term, students had completed the Test Attitude Inventory and locus of control measures. Prior to each examination session, students predicted their examination scores and completed two worry and emotionality questionnaires. After the first session, they responded to a questionnaire on the usefulness of their notecards and again completed the locus of control measures. The results of the studies did not support the hypothesis, since the performances of students with high test anxiety did not differ significantly from those of students with low test anxiety. Secondary analyses were performed at each institution to determine various interactions among anxiety, availability of notes, locus of control, and test performance. (FG)
Descriptors: Academic Achievement, College Students, Higher Education, Locus of Control, Performance Factors, Student Attitudes, Student Characteristics, Study Guides, Test Anxiety, Test Theory, Test Wiseness
Not available separately; see SP 019 911.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hampton Institute VA; University of Michigan