ERIC Number: ED220524
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
The Effectiveness of Time Management Directions and Assistance on Anagram Test Performance and State Anxiety.
Hedl, John J., Jr.
An anagram test administered under varying time parameters was used to evaluate the effectiveness of test-wiseness strategy. The relationship between test and state anxiety, and specific test-wiseness skills was explored. Students completed an anagram test in 15 or 25 minutes. Two groups received time-using directions and assistance during the test while the other groups did not. State anxiety questionnaires were completed before and after the anagram test, followed by a test-wiseness scale. The longer test administration time was associated with higher anagram scores. The time-using/assistance strategy did not lead to higher anagram performance, although the number of anagrams was positively related to performance. The time-using strategy group reported lower worry in the 15 minute testing condition. Correlation analyses indicated state worry was negatively related to anagram performance and the number of anagram attempts. Test-wiseness was related to both test and state anxiety. Results indicated test-wiseness strategy directions and assistance during the test can have positive affective benefits. Evaluation of test-wiseness component strategies should be conducted individually with multiple dependent variables and different test administration conditions. Test and state anxiety should be included as an integral component of the test-wiseness taxonomy. (DWH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: State Anxiety; Test Anxiety Inventory (Spielberger); Time Management; Time Utilization; Worry Emotionality Scale (Liebert and Morris)
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, February, 1982).