Dublin Core
Title
Author: Lauren Szymczak - Title of Project: The relationships among dimensions of test anxiety and standardized math exam performance
Subject
Title of Project: The relationships among dimensions of test anxiety and standardized math exam performance
Description
Abstract: 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
My department / school: Department of Psychological Science; School of Sciences and Humanities
Class Rank: Undergraduate
Faculty Mentor: Dr. Jerrell Cassady
My department / school: Department of Psychological Science; School of Sciences and Humanities
Class Rank: Undergraduate
Creator
Lauren Szymczak
Date
Spring 2021
Contributor
Lauren Szymczak
Format
Digital Text
Language
English
Type
Psychological Science Research Project
Identifier
csh, school of sciences and humanities, psychology, department of psychological science, academic anxiety
Coverage
Psychological Science
Text Item Type Metadata
Text
Author: Lauren Szymczak - Title of Project: The relationships among dimensions of test anxiety and standardized math exam performance
Description: 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
My department / school: Department of Psychological Science; School of Sciences and Humanities
Class Rank: Undergraduate
Description: 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
My department / school: Department of Psychological Science; School of Sciences and Humanities
Class Rank: Undergraduate
Original Format
Digital Text