TY - JOUR
AU - Hill, Kennedy T.
AB - The present research sought to eliminate the effects of debilitating test anxiety on achievement test performance through the development of new ways of giving tests that provide more optimal estimates of all students' achievement. Third- and fourth-grade children (N= 155) were divided into low, middle, and high test-anxious groups. They were then tested in small groups on age-appropriate arithmetic problems either under time pressure typical of current achievement testing or under no time pressure (i.e., they were given all the time they needed to finish). High-anxious boys displayed poor performance under time pressure compared to their less anxious peers yet improved significantly when time pressure was removed, with high- and middle-anxious boys matching the performance of low-anxious boys. Low-anxious boys and high-anxious girls performed better under time pressure. Children's rate-accuracy patterns are examined, and several maladaptive strategies are suggested. High- and middle-anxious boys tended to perform quite quickly but inaccurately, whereas middle-and high-anxious girls tended to perform quite slowly but with only medium accuracy. Nearly all low-anxious students showed high accuracy and a moderate (neither too fast nor too slow) performance rate. Suggestions are made for diversifying test procedures to take into account different children's motivational dispositions and test-taking strategies, as well as for teaching children appropriate strategies for coping with the demands of different tests.
TI - Children's Achievement Strategies and Test Performance: The Role of Time Pressure, Evaluation Anxiety, and Sex
JF - Developmental Psychology
DO - 10.1037/0012-1649.22.1.31
DA - 1986-01-01
UR - https://www.deepdyve.com/lp/american-psychological-association/children-s-achievement-strategies-and-test-performance-the-role-of-FMO8j4969k
SP - 31
EP - 36
VL - 22
IS - 1
DP - DeepDyve
ER -