EVALUATIVE AND MATHEMATICS ANXIETY AND THE EFFECTS OF METACOGNITIVE STRATEGY TRAINING.
Item
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Title
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EVALUATIVE AND MATHEMATICS ANXIETY AND THE EFFECTS OF METACOGNITIVE STRATEGY TRAINING.
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Identifier
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AAI8515618
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identifier
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8515618
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Creator
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DENKER, ELENOR RUBIN.
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Contributor
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Sigmund Tobias
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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The purpose of this research was to examine the interactional effect of anxiety on learning, and to investigate the use of a metacognitive checking strategy in the possible reduction of the negative effects of debilitative anxiety. It was hypothesized that being taught a metacognitive checking strategy would reduce the interfering effects of high evaluative anxiety by allowing the subject to direct more attention to the work at hand.;One hundred and fifty-three subjects responded to an evaluative anxiety instrument (the Test Anxiety Scale), a mathematics anxiety instrument (the Mathematics Anxiety Rating Scale), three administrations of a state anxiety measure (the Worry-Emotionality Scale), an algebra lesson, and an algebra test (pre and post). Subjects were randomly assigned in a 2 x 2 experimental design with anxiety considered a continuous variable. One experimental treatment consisted of a self-instructional algebra module including items teaching students to check their own work; the control module did not contain the checking instruction. There were also two conditions varying the administration of the post-test: an experimental format that encouraged checking and a standard test format.;Two specific hypotheses were tested: high anxious students taught to check their work were expected to perform better on a post-test than high anxious students who were not taught to check; and high anxious students encouraged to check by test format would perform better on a post-test than high anxious students not encouraged to check. Multiple linear regression analyses indicated no support for the first hypothesis. Some evidence that test format can influence the performance of high state-anxious students was found, but not in the expected direction. An additional tendency was observed that for high trait-anxious students, a checking format on the posttest is facilitative.;Results are discussed in terms of theoretical problems of error and anxiety, and procedural considerations such as the ceiling effect, difficulty level of the material, the non-stressful environment, and the one week delay after a one hour treatment. Suggestions for further research include the incorporation of a modeling component in the design, and the addition of guided checking on the posttest.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
