Some relationships between test anxiety, presence or absence of male persons, and boy's performance on a repetitive motor task

Cox, F. N.

doi:10.1016/0022-0965(68)90066-0

Cited by 30 publications

(19 citation statements)

References 7 publications

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“…The results of this study indicate that under some conditions the combination of high test anxiety and possible evaluation apprehension caused by the presence of observers may have beneficial effects on performance. More common in the literature to date has been the finding that observation of highly anxious subjects leads to a performance decrement in both simple motor (Cox, 1966(Cox, , 1968) and complex verbal (Gamer, 1968; Berkey & Hoppe, 1972) tasks. Such findings are consistent with recent formulations on the significance of test anxiety which stress the effects of anxiety on attention to task demands: the greater the level of test anxiety, the more the person is likely to be aware of his own feelings and the less likely he is to pay attention to task-related stimuli (Sarason, 1972).…”

Section: Test Anxiety (A) Observation (B) Cue Condition (C) a X B A Xmentioning

confidence: 99%

“…T o date, no sustained effort at testing these premises has been reported. Elsewhere, however, research by the author and others has shown that drive produced by an audience has differential effects on memory over varying intervals of time, using a rationale derived not from Hull-Spence motivation theory but from Walker's (1958) theory of perseverative consolidation in reminiscence (Geen, 1973(Geen, , 1974Deffenbacher, Platt & Williams, 1974). These experiments provide examples of the sort of extension of the drive theory of social facilitation to new experimental paradigms called for by Weiss & Miller.…”

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confidence: 99%

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Test Anxiety, Observation, and Range of Cue Utilization

Geen

1976

Br J Soc Clin Psychol

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Sixty females scoring high on the Sarason Test Anxiety Scale and 60 scoring low on the same scale served as subjects in an experiment on cue utilization. One-third of all subjects were given a simple learning task with relevant cues added, and one-third were given the task with irrelevant cues added. Half of all subjects in each cue condition were observed by the experimenter as they performed and half were not observed. Relative to subjects in the other conditions combining observation and anxiety, those subjects who were high in test anxiety and also were observed showed a narrower range of cue utilization. The results are discussed in terms of current research on social facilitation.

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Section: Test Anxiety (A) Observation (B) Cue Condition (C) a X B A Xmentioning

confidence: 99%

mentioning

confidence: 99%

Test Anxiety, Observation, and Range of Cue Utilization

Geen

1976

Br J Soc Clin Psychol

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“…However, the present research is concerned with wh at might be considered two different sources of irrelevant drive-audience and anxiety. Cox (1966Cox ( , 1968 has shown that the presence of an audience facilitates the performance of low-anxious children and interferes with the performance of high-anxious children on a marble-dropping task. Assuming that Zajonc is correct, it appears that these results are inconsistent with a summation hypothesis unless we assurne that the task elicited dominant responses in the low-anxious children and nondominant responses in the high-anxious children, wh ich seems unlikely.…”

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confidence: 99%

The combined effect of audience and anxiety on paired-associates learning

Berkey

Hoppe

1972

Psychon Sci

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Zajonc's (1965) hypothesis was combined with a postulate of general drive theory to predict that the effects of anxiety and an audience would summate to increase the level of drive. Eighty Ss were used in a 2 by 2 by 2 design that had audience, anxiety, and list as factors. For one list competitive responses were high, and for the other they were low. Analysis of variance results and the order of the mean trials to criterion were consistent with the prediction based on the summation hypo thesis, e.g., of the eight conditions, the presence of an audience produced the best learning of the noncompetitive list and the poorest learning of the competitive list by high-anxious Ss. However, the lack of significant differences in the learning of the noncompetitive list did not support the summation hypothesis for this task.

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“…12, n.º 2 por la presencia de otras personas que efectúan la misma tarea. Sin embargo, muy pronto comenzó a suscitarse una airada controversia sobre los efectos beneficiosos o perjudiciales que, sobre el rendimiento en diversas tareas, podía tener la presencia de los otros, surgiendo investigaciones aplicadas a diferentes contextos, como el educativo (Cox, 1965), el comunicativo (Henningsen y Henningsen, 2003; Micheals, Blommel, Brocato, Linkous y Rowe, 1982) o en el propio contexto deportivo (Lehman y Reifman, 1987), en donde el rendimiento alcanzado en cierto tipo de tareas, lejos de verse beneficiado por la presencia de otras personas, se veía perjudicado.…”

Section: Introductionunclassified