The Interactive Effects of Cognitive Learning Strategy Training and Test Anxiety on Paired-Associate Learning

The Interactive Effects of Cognitive Learning Strategy Training and Test Anxiety on Paired-Associate Learning

Previous researchers have generally concluded that high test-anxious students typically perform more poorly than low test-anxious students on cognitively demanding tasks. The subjects, 90 fourth-grade students, were assessed as either high or low test anxious. Students within each anxiety condition...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) Vol. 79; no. 3; pp. 163 - 168
Main Authors: Cubberly, Walter E., Weinstein, Claire E., Cubberly, Rebekka D.
Format: Journal Article
Language:English
Published: Washington, DC Routledge 01-01-1986
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Subjects:
Anxiety
Control groups
Education and psychology
Educational sciences
Learning
Learning strategies
Post hoc
Posttests
Pretests
Psychology and learning
Test anxiety
Test theory
Training
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Summary:Previous researchers have generally concluded that high test-anxious students typically perform more poorly than low test-anxious students on cognitively demanding tasks. The subjects, 90 fourth-grade students, were assessed as either high or low test anxious. Students within each anxiety condition were then randomly assigned to one of three treatment conditions: imagery training, sentence elaboration training, or placebo control. Following treatment, all students were tested on a paired-associate learning (PAL) task and a second anxiety measure. Results indicated that students trained to use either imagery or sentence elaboration enhanced their ability to learn PAL test lists and lessened their self-reported test anxiety , as compared to control group students. In addition, imagery training was superior to sentence elaboration training in helping high test-anxious students reduce the debilitating effects of test anxiety on performance and score as well as low test-anxious students on a PAL test.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1986.10885670