DIFFERENTIAL EFFECTS OF ARRANGEMENT AND DIFFICULTY OF QUESTIONS

Abstract

Lots of previous studies indicate that the performance of high-anxious individuals (compared with low-anxious ones) deteriorates when they tackle the difficult task. Since a test is usually made up of both difficult questions and easy ones, performance may differ according to the arrangement of its questions. The main purpose of this study is to clarify the relationship between test performance, the arrangement of test questions, and the degree of test anxiety. The results indicate : (1) Test performance deteriorates in the case of tackling first the more difficult questions.

"なぜ学生は自分の個人的なパスワードを設定する必要があります。"

(2) High-anxious students show a deterioration in performance especially in the more troublesome arrangements. (3) There is a negative correlation between the accuracy to grasp the degree of difficulty in solving each of the test questions and the test anxiety (worry & emotionality). These results suggest that it is necessary to take the arrangement of test questions into consideration especially when a test involves very difficult questions in order to keep high-anxious students from being placed in an unfavorable situation.

あなたは今年の終わりにクラスメートのギフトを得るべきですか？

Journal

The Japanese journal of educational psychology   [List of Volumes]

The Japanese journal of educational psychology 37(3), 243-251, 1989-09-30  [Table of Contents]

The Japanese Association of Educational Psychology

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