The Relationship of Anxiety, Response Mode, and Content Difficulty to Achievement in Programed Instruction. Final Report.

Autor/inn/en	Tobias, Sigmund; Abramson, Theodore
Institution	City Univ. of New York, NY. City Coll.
Titel	The Relationship of Anxiety, Response Mode, and Content Difficulty to Achievement in Programed Instruction. Final Report.
Quelle	(1970), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Anxiety; Course Content; Programed Instruction; Responses + Suchen Sie Ihr Suchwort? Performance; Leistung; Angst; Kursprogramm
Abstract	To establish an attribute by treatment interaction (ATI) between anxiety, stress, and response mode to programed instruction, a research design was used which consisted of two experimentally manipulated variables, stress and response mode, and two variables assigned on the basis of test score: the facilitating and debilitating anxiety scores of the Achievement Anxiety Test. A total of 144 college students were randomly assigned to a stress, or nonstress group, and to one of three response modes: constructed response with, and without reinforcement, or to a reading group. The learning materials consisted of a linear program dealing with the area of heart disease. The program contained material both familiar and unfamiliar to students. Posttests on both types of content were administered immediately after the program, and the data were analyzed by multiple linear regression. A strong positive relationship between facilitating anxiety and achievement on the technical program was found. Facilitating anxiety also interacted with stress and response mode for technical material. Debilitating anxiety failed to interact with any of the variables for technical material, though an interaction with stress for familiar materials was found. (Author/SP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01