The Effects of Immediate Forewarning of Test Difficulty on即时预警的试题难度的影响.pptVIP

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The Effects of Immediate Forewarning of Test Difficulty on即时预警的试题难度的影响.ppt

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The Effects of Immediate Forewarning of Test Difficulty on即时预警的试题难度的影响

The Effects of Immediate Forewarning of Test Difficulty on Test Performance Charles J. Weber Eastern Illinois University George Y. Bizer Union College The Journal of General Psychology Volume 133, Issue 3, July 2006, Pages 277-285 Matt Drown Theory Forewarning right before an exam has an effect on test performance Hypothesis There will be a difference in the performance of students with high trait anxiety and low trait anxiety High anxiety will perform worse Low anxiety will perform better Theoretical Construct I Trait Anxiety Operational Definition 20-item trait-anxiety questionnaire from the State-Trait Anxiety Inventory (STAI) Measures level of dispositional anxiety Theoretical Construct II Performance Operational Definition 10 multiple choice items from a prior administration of the Graduate Record Examination (GRE) DESIGN Study and Subjects Subjects 62 students at Eastern Illinois University psychology students Partial fulfillment of course requirement Independent Variable I Perceived test difficulty Scale of Measurement Qualitative Levels of Independent Variable 3 levels Expected Easy (N=22) Expected Difficult (N=18) Neutral (N=22) Independent Variable II Anxiety Scale of Measurement Qualitative Levels of Independent Variable 2 (low and high, based on median split) Dependant Variable Performance Scales of Measurement Quantitative Levels of Dependant Variable 10 (number of correctly answered items) RESULTS Main Effect There were no main effects of condition or trait anxiety on the number of correctly answered items Interaction Significant difference among both high trait anxiety (p.05) and low trait anxiety (p.05) Participants of low test anxiety told that the exam would be hard scored significantly higher than those told it would be easy Participants of high test anxiety told that the exam would be hard scored worse than all other participants No significant difference among no-instruction control Overall scores as a Function of Trait Anxie