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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331322 |
| Date | 08 1900 |
| Creators | Paulman, Ronald George |
| Contributors | Kennelly, Kevin J., Larson, Kerry B., Lopez, Frederick G., Haynes, Jack Read |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 142 leaves, Text |
| Rights | Public, Paulman, Ronald George, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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