The relationships among dimensions of test anxiety and math exam performance
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The relationships among dimensions of test anxiety and math exam performance
Author: Lauren Szymczak
Ball State University Student Symposium - Spring 2021
Video Narrated PowerPoint Presentation
The relationships among dimensions of test anxiety and math exam performance
In a study of 117 undergraduate volunteers, the influence of activating test anxiety on decreasing performance in a standardized math test was evaluated. Using a pre-test and post-test design, students completed two versions of a standardized math exam. Between the two math tests, they completed a test anxiety battery, including the Reactions to Tests (RTT) Scale (Sarason, 1984) and the Cognitive Test Anxiety Scale-2 (CTAS-2) Scale (Thomas, Cassady, & Finch, 2017). Analysis looked at the relationships between test anxiety and performance (GPA and math items). Of particular interest was the influence of different levels of cognitive test anxiety on math performance, with a focus on differential performance rates based on item difficulty. The discussion section allowed a space to explain how different forms of test anxiety influence test performance in various ways.
Faculty Mentor: Dr. Jerrell Cassady (Department of Educational Psychology)
My Department / School: Department of Psychological Science, School of Sciences and Humanities
Class Rank: Undergraduate Student (Sophomore)
Tags: csh, department of psychological science, test anxiety
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