Abstract
Abstract This paper reviews the differences between two interpretations accounting for the poor test performance of high-anxious students: (a) that anxiety interferes with retrieval of prior learning, or (b) that either of two types of deficits in study or test-taking skills may account for these findings. Research results dealing with these hypotheses are reviewed. It was concluded that these were complementary, rather than mutually exclusive formulations. A hypothesis was advanced suggesting that test anxiety debilitates performance by reducing the cognitive capacity available for task solution, and that study or test-taking skills facilitate learning and test performance by reducing the cognitive capacity demanded by different tasks.
Keywords
Test anxietyPsychologyTest (biology)AnxietyCognitionTask (project management)Cognitive psychologyNeuroscience
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Publication Info
- Year
- 1985
- Type
- article
- Volume
- 20
- Issue
- 3
- Pages
- 135-142
- Citations
- 328
- Access
- Closed
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Cite This
Sigmund Tobias
(1985).
Test Anxiety: Interference, Defective Skills, and Cognitive Capacity.
Educational Psychologist
, 20
(3)
, 135-142.
https://doi.org/10.1207/s15326985ep2003_3
Identifiers
- DOI
- 10.1207/s15326985ep2003_3