The Influence of Anxiety and Quality of Interaction on Collaborative Test Performance

Autor/inn/en	Pandey, Carol; Kapitanoff, Susan
Titel	The Influence of Anxiety and Quality of Interaction on Collaborative Test Performance
Quelle	In: Active Learning in Higher Education, 12 (2011) 3, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787411415077
Schlagwörter	Test Wiseness; Individual Testing; Correlation; Test Anxiety; College Students; Cooperation; Scores; Test Results + Suchen Sie Ihr Suchwort? Persönlichkeitstest; Korrelation; Examination phobia; Testangst; Prüfungsangst; Collegestudent; Co-operation; Kooperation
Abstract	This research investigated the relationships among test performance, anxiety, and the quality of interaction during collaborative testing of college students. It also explored which students are most likely to benefit from collaborative testing. It was randomly determined whether a student would take each of six examinations alone or with a partner. Collaborative testing resulted in higher scores than individual testing for a significant number of students, conferring an advantage of 3.83%. Test performance was positively correlated with quality of interaction. Students with higher levels of test anxiety were most likely to benefit from collaborative testing and to experience the greatest test anxiety reduction. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10