Abstract
Test-anxious and non-test-anxious students performed a letter classification task under speeded and unspeeded conditions. The speed and accuracy of the students’ “same-different” judgments were analyzed to reveal effects of group, response deadline, and presence of an exam. Test-anxious students were found to respond slower than non-test-anxious students, and this group difference was not influenced by emphasis on speed or accuracy, or by the presence of an exam.
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The author would like to thank Marilyn Turner for her assistance in testing the subjects and in analyzing the data.
This study was partially funded by a faculty grant from the University of North Carolina at Charlotte Foundation.
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Goolkasian, P. Test anxiety and its effect on the speed-accuracy tradeoff function. Bull. Psychon. Soc. 19, 133–136 (1982). https://doi.org/10.3758/BF03330210
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DOI: https://doi.org/10.3758/BF03330210