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Test Anxiety and Exam-Taking Skills as Mediators of Information Processing in College Students

Cognitive-attentional test anxiety theory posits that test-anxious individuals direct attention internally, thus interfering with task-relevant information processing. Nevertheless, working-memory deficits are often obscured by compensatory exertion of increased effort by anxious subjects on cognitive tasks. Failure to identify anxietyspecific performance decrements has led some authors to replace the test anxiety construct with one emphasizing skill deficiencies. This investigation examined whether information-processing deficits are inherent sequelae of test anxiety or merely reflect lowered exam-taking ability in test-anxious persons.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc331322
Date08 1900
CreatorsPaulman, Ronald George
ContributorsKennelly, Kevin J., Larson, Kerry B., Lopez, Frederick G., Haynes, Jack Read
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 142 leaves, Text
RightsPublic, Paulman, Ronald George, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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