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Test Anxiety and Defensiveness Experimentally Induced by Four Conditions of Testing Arousal
Barton B. Proger, Lester Mann, Raymond G. Taylor Jr. and James E. Morrell
The Journal of Experimental Education
Vol. 39, No. 4 (Summer, 1971), pp. 78-83
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20157226
Page Count: 6
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To study the relationships among frequency of testing, arithmetic learning and retention, predispositional test anxiety, defensiveness against admission of test anxiety, and induced test anxiety, eighty sixth-grade Ss were randomly assigned to four arousal conditions: tests every day, tests every other day, tests once a week, and daily practice. Teachers were randomly rotated daily. The study lasted 5 weeks. An achievement post-test was given at the end of the study and again 2 weeks later. Induced test anxiety was measured at the end of each week. On both achievement posttests, the only significant difference was in favor of the daily test group over the weekly test group. Induced test anxiety was found to operate similar to predispositional test anxiety.
The Journal of Experimental Education © 1971 Taylor & Francis, Ltd.