Answer-changing data were collected on 100 multiple choice test items from a course in statistics and research methods taken by a class of professional school students. After the course 92 of the students responded to an instrument assessing their reasons for revising answers and beliefs relative to the consequences of answer changing. A majority (86%) indicated that their response changes reflected decisions based upon reconsideration; however, the remaining subjects cited other motives. Most subjects incorrectly expected answer changing to result in a loss of test score points. Subjects' beliefs regarding the consequences of answer changing did not influence their behavior in test-taking.
Hudiburg's Computer Technology Hassles Scale, along with a measure of global stress and a scale on attitudes toward computers, were administered to 186 students in a two-year technical college. Hudiburg's work with the hassles scale as a measure of "technostress" was affirmed. Moderate, but statistically significant, correlations among the three scales are reported. No relationship between the hassles scale and achievement as measured by GPA was detected.
College students were surveyed using Hudiburg's Computer Technology Hassles Scale and their computer experience. Students with low, moderate, and high computer experience (ns = 67, 77, and 37) appeared to perceive the same interactions as unpleasant. The students selected unpleasant interactions in the same numbers and with the same intensity.
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