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Hoogerheide, Vincent; Renkl, Alexander; Fiorella, Logan; Paas, Fred; van Gog, Tamara – Journal of Educational Psychology, 2019
Recent findings show that after studying a text, teaching the learned content on video to a fictitious peer student improves learning more than restudying the content. This benefit may be in part due to increased arousal associated with the teaching activity. The present experiment investigated whether teaching on video is also effective for…
Descriptors: Video Technology, Problem Solving, Cognitive Processes, Difficulty Level
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Koester, Lynne Sanford; Farley, Frank H. – Journal of Educational Psychology, 1982
Children in open and traditional classrooms were observed and tested on physiological and performance measures. The children were categorized into subgroups according to their arousal level. Analyses of variance revealed that performance of high-arousal children in open classrooms decreased over time in contrast to all other subgroups. (Author/AL)
Descriptors: Adjustment (to Environment), Arousal Patterns, Classroom Environment, Classroom Research
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Wolk, Stephen; DuCette, Joseph – Journal of Educational Psychology, 1974
Descriptors: Arousal Patterns, Attention, Cognitive Processes, Incidental Learning
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Bull, Shellagh G.; Dizney, Henry F. – Journal of Educational Psychology, 1973
This study examined the effects on the long-term retention of incidental and relevant material of prequestions of high and low arousal potential. (Editor)
Descriptors: Analysis of Variance, Arousal Patterns, College Students, Data Analysis
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Griffore, Robert J. – Journal of Educational Psychology, 1977
In an experiment using graduate students, fear of success and fear of failure were highly related factors, but neither interacted with item difficulty to affect test performance. Neither fear of failure nor fear of success influenced males or females differently. (Author/GDC)
Descriptors: Academic Achievement, Academic Failure, Anxiety, Arousal Patterns
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Deffenbacher, Jerry L. – Journal of Educational Psychology, 1978
Students scoring in the upper and lower distributions of the Test Anxiety Scale solved anagrams under high stress (evaluative) and low stress (nonevaluative) conditions. The high-anxiety-stress group reported greater anxiety; rated themselves, their abilities, and the task more negatively; solved fewer anagrams; and estimated spending less time on…
Descriptors: Anxiety, Arousal Patterns, Attention, Emotional Response
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Morris, Larry W.; And Others – Journal of Educational Psychology, 1978
The Mathematics Anxiety Rating Scale (MARS) was administered to college psychology and mathematics students. Scores were higher for psychology students than for mathematics students; were useful predictors of both worry and emotionality; and were inversely related to performance for psychology students. Worry and performance were inversely…
Descriptors: Academic Achievement, Anxiety, Arousal Patterns, Behavior Rating Scales