Mothers' Test Anxiety and Task Selection, and Children's Performance with Mother or a Stranger

1971 ◽  
Vol 42 (4) ◽  
pp. 1109
Author(s):  
Elaine A. Blechman ◽  
Charles Y. Nakamura
Keyword(s):  
Test Anxiety ◽  
Task Selection ◽  
And Task

scholarly journals Space, object, and task selection

2009 ◽  
Vol 71 (5) ◽  
pp. 995-1014 ◽  
Author(s):  
Joel Lachter ◽  
Roger W. Remington ◽  
Eric Ruthruff
Keyword(s):  
Space Object ◽  
Task Selection ◽  
And Task

Hierarchical Task Prioritization Behavior in Two- and Four-Task Scenarios

2007 ◽  
Vol 51 (4) ◽  
pp. 191-195 ◽  
Author(s):  
Guoxi Zhang ◽  
Robert Feyen
Keyword(s):  
Empirical Study ◽  
Computational Model ◽  
Processing Time ◽  
Key Factors ◽  
Task Selection ◽  
Temporal Characteristics ◽  
Dynamic Task ◽  
Concurrent Tasks ◽  
Task Prioritization ◽  
And Task

This paper describes an empirical study conducted to validate a computational model of dynamic task prioritization based on a framework proposed by Zhang and Feyen (2005). Three key factors in task prioritization were manipulated: processing time, available time, and task valence. Because earlier studies did not investigate how people prioritize tasks when valence and temporal characteristics conflict, this study examined how these conflicts are resolved. 20 subjects completed 54 time-limited task scenarios. Each scenario consisted of two or four concurrent tasks, each assigned a point value for completion. Subjects were instructed to maximize points scored. Results indicated that, although valence was predominant in determining task selection, it failed to explain all instances. Instead, a hierarchy of task prioritization was revealed in which subjects first checked what tasks were doable (e.g., self-efficacy), then applied rules first regarding valence, then temporal characteristics, and then others (e.g., task location).

Test Anxiety, Reading Rate and Task Experience

1966 ◽  
Vol 59 (7) ◽  
pp. 303-306 ◽  
Author(s):  
Edith M. Gifford ◽  
Albert R. Marston
Keyword(s):  
Test Anxiety ◽  
Reading Rate ◽  
Task Experience ◽  
And Task

Response Time and Test Anxiety

1974 ◽  
Vol 34 (2) ◽  
pp. 479-485 ◽  
Author(s):  
Sigmund Tobias ◽  
John J. Hedl ◽  
Nelson J. Towle
Keyword(s):  
Response Time ◽  
Test Anxiety ◽  
State Anxiety ◽  
Response Latencies ◽  
High Anxious ◽  
Latency Analysis ◽  
High Test ◽  
And Task

This study sought to test the interpretation that high test-anxiety students performed more poorly on difficult material because they divided their attention between personally relevant and task-relevant concerns more than did low-anxiety individuals. It was reasoned that such division of attention ought to require more time for high-anxious students on difficult items and hence result in longer response latencies. A mathematical test containing both easy and difficult items was administered to 80 students on computer terminals. Results indicated that high-anxious students performed more poorly on the difficult items than low-anxious students. High-anxious students had higher levels of state anxiety during the testing than the low-anxious students. The latency analysis, however, failed to confirm the hypotheses.

Study of Academic Achievement in relation to Study Habit, Test Anxiety in Adolescents

2021 ◽  
Vol 26 (1) ◽  
pp. 63-76
Author(s):  
Preeti Shukla ◽  
Kamal Narayan Gajpal ◽  
Meeta Jha ◽  
Mitashree Mitra
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Positive Relationship ◽  
Major Effect ◽  
Task Orientation ◽  
Three Dimension ◽  
Study Habit ◽  
And Gender ◽  
Anxiety Questionnaire ◽  
And Task

The purpose of the study was to investigate academic achievement in relation to study habit, test anxiety and gender. The study sample consisted of 80 students (36 boys and 44 girls) were selected randomly from Baloda Bazaar District. Study habit inventory (Mukhopadhyaya and Sansanwal, 2005) and test anxiety questionnaire (Nist and Diehl, 1990) were used for data collection. The results indicate that there is a three dimension (Recording, Interaction, and Task orientation) positive relationship with academic achievement of students and test anxiety Gender of students is not likely to have any major effect on academic achievement of students.

scholarly journals Effects of self-assessment feedback on self-assessment and task-selection accuracy

2019 ◽  
Vol 14 (1) ◽  
pp. 21-42 ◽  
Author(s):  
Steven F. Raaijmakers ◽  
Martine Baars ◽  
Fred Paas ◽  
Jeroen J. G. van Merriënboer ◽  
Tamara van Gog
Keyword(s):  
Self Assessment ◽  
Task Selection ◽  
Selection Accuracy ◽  
Assessment Feedback ◽  
And Task
Sign in / Sign up

Export Citation Format

Share Document