ERIC Number: ED228290
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Academic Anxiety, Time-on-Task and Achievement: A Structural Model.
Guida, Frank; And Others
Considerable research has been conducted on the effect of anxiety on academic achievement. The most consistent finding is that high anxiety is associated with low performance, particularly at the elementary school level. To explain this situation, some researchers have hypothesized that anxiety debilitates students' attention span or time-on-task thus negatively affecting their achievement. This study tested that hypothesis. The sample consisted of 91 inner city black students between the ages of 12 and 14. The achievement area was seventh grade reading. Two instruments measured each of the three constructs (academic anxiety, time-on-task and reading achievement). A structural equation model tested the association among the variables. The results confirmed the hypothesized negative association between anxiety and achievement and the positive relation between time-on-task and achievement. When the time-on-task parameter was included in the model the association of anxiety with achievement dropped significantly. This finding is taken as evidence for the importance of time-on-task as a mediating variable between academic anxiety and reading achievement. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: End of Cycle Reading Test; Iowa Tests of Basic Skills
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983). Research supported in part by the Veterans Administration, Hospital Rehabilitation Research and Development Lab., Hines Hospital.