THE EFFECTS OF TEST ANXIETY AND INSTRUCTIONAL TREATMENT ON THE COGNITIVE PROCESSING OF INSTRUCTION (MACROPROCESSES, COMPUTER-BASED INSTRUCTION).
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Title
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THE EFFECTS OF TEST ANXIETY AND INSTRUCTIONAL TREATMENT ON THE COGNITIVE PROCESSING OF INSTRUCTION (MACROPROCESSES, COMPUTER-BASED INSTRUCTION).
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Identifier
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AAI8515624
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identifier
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8515624
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Creator
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EVERSON, HOWARD THOMAS.
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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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Education, Tests and Measurements
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Abstract
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This study investigated the relationship between test anxiety and level of instructional support on achievement and cognitive macroprocessing. Aptitude x treatment interaction research suggests that anxiety affects achievement indirectly by affecting the cognitive processes engaged by instruction. This model of anxiety assumes the cognitive component of test anxiety (i.e., worry) interferes with the effective input of instructional material, in addition to affecting learning at other points. This "interference" model suggests that supportive instructional treatments are differentially beneficial to anxious learners because they reduce the cognitive demands of the task and minimize the interference of worry. This model was tested by varying instructional support from high to low and examining the interactions of test anxiety and ability on achievement and on the use of a number of macroprocesses.;Individual differences in test anxiety, reading ability and prior knowledge were examined for three treatment groups: (1) text with inserted adjunct postquestions and feedback; (2) text with inserted adjunct postquestions but no feedback; and (3) a text only control group. Test anxiety was assessed using both trait and state measures. Reading ability was measured using the Nelson-Denny Reading Test. A pretest based on the instructional text measured prior knowledge. Achievement was measured by a posttest containing adjunct question relevant and incidental items. The macroprocesses were operationalized as the number of sentences previewed, the number of main and alternate text sentences reviewed, the frequency of use of headings, and the frequency of notetaking and reviewing notes.;Multivariate analysis of the posttest revealed main effects for treatment and prior knowledge on both the relevant and incidental posttest items, as well as a main effect for test anxiety on the incidental times. No anxiety x treatment interaction effects on achievement were found. Analysis of the macroprocessing data uncovered a main effect for treatment on both the use of the alternate text and notetaking, a main effect for test anxiety on the use of the alternate text, an anxiety x prior knowledge interaction for both use of alternate text and use of headings, and a worry x prior knowledge x treatment interaction for use of the alternate text. These results are discussed within the framework of a limited capacity model of test anxiety with an emphasis on the prescriptive use of macroprocesses.
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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
