Test anxiety and intelligence testing: a closer examination of the stage-fright hypothesis and the influence of stressful instruction.
The influence of test anxiety and the content of instruction (stressful versus reassuring) on measurements of intelligence were investigated. It was expected that components of test anxiety would show differential effects on test performance. A Latin Square design was used to unravel the effects of test type and test order. Furthermore, effects of type of instruction, stressful versus reassuring, were studied by means of a within-subjects design. Test anxiety was measured with the Revised Worry-Emotionality Questionnaire. Measurements for verbal ability, reasoning, and memory were administered. Performance on memory tests showed less vulnerability to test anxiety compared with the other tests, with a picture recall test being insensitive. The negative effect of test anxiety was mostly confined to the beginning of a test session, independent of the type of test. Partial support for the so-called stage-fright hypothesis was found. The effect of instructional content was equivocal.
Meijer
Joost
J
SCO Kohnstamm Institute for Educational Research, Amsterdam, the Netherlands.
Oostdam
Ron
R
D000293:Adolescent; D001007:Anxiety / Q000523:psychology*; D002648:Child; D004521:Educational Measurement; D005239:Fear; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D008016:Life Change Events; D008297:Male; D008568:Memory; D011340:Problem Solving; D011582:Psychological Theory; D013315:Stress, Psychological / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014705:Verbal Behavior