The effects of immediate forewarning of test difficulty on test performance.
J Gen Psychol
; 133(3): 277-85, 2006 Jul.
Article
in En
| MEDLINE
| ID: mdl-16937895
ABSTRACT
Whereas prior research has demonstrated that warning students of an exam's difficulty well in advance of the exam enhances performance, the current research demonstrated the effect of such forewarning immediately before examination administration. Moments before taking an examination in a laboratory environment, participants were either (a) informed that the examination would be difficult, (b) informed that the examination would be easy, or (c) not given any information about the exam's ostensible difficulty. Participants of low trait anxiety performed better when told the exam would be difficult than when told that the exam would be easy. Conversely, participants of high trait anxiety performed worse when told the exam would be difficult than they did when told the exam would be easy or when provided with no such information. Implications and directions for future research are discussed.
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Collection:
01-internacional
Database:
MEDLINE
Main subject:
Anxiety
/
Students
/
Awareness
/
Educational Status
Limits:
Humans
Language:
En
Journal:
J Gen Psychol
Year:
2006
Document type:
Article
Affiliation country:
United States