Latency and Test Anxiety.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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The study sought to test the interpretation that high test anxiety subjects performed more poorly on difficult material because they divided their attention between personally relevant and task relevent concerns to a greater degree than low anxiety individuals. It was reasoned that such division of attention ought to require more time for HA students on difficult items and hence should result in higher response latency. A mathematical aptitude test containing both easy and difficult items was administered to 80 subjects. Analysis of variance results are reported.