

Titel | Komponenten der Prüfungsängstlichkeit und semantisches Gedächtnis |
Medientyp | Journal Article |
Year of Publication | 1991 |
Autoren | Kerres, M, Wrobel, H, Lazarus-Mainka, G |
Journal | Zeitschrift für Pädagogische Psychologie |
Volume | 5 |
Pagination | 155-161 |
Zusammenfassung | Presents findings of an empirical study on incidental learning in which 48 subjects were presented with adjectives with different emotional content and then asked to judge whether the adjectives described their feelings and thoughts during exam situations. Subsequently the adjectives were to be reproduced. At the end of the experiment, the test anxiety inventory (TAI) by Hodapp, Laux and Spielberger was administered to measure worry and emotionality. The results of analysis of covariance show that persons with high scores on worry or emotionality judge negatively toned adjectives as more descriptive of themselves than persons low on worry or emotionality. High-worry subjects recall more adjectives and make more reproduction errors (intrusions) than persons with low-worry scores. These findings are discussed in the context of a semantic interpretation of test anxiety. |
- Zum Verfassen von Kommentaren bitte Anmelden oder Registrieren.
- RIS
New Publications
- Social Virtual Reality in universitären Lehrveranstaltungen? – Eine Fallstudie
- Zur psychometrischen Erfassung von Lernengagement: Wo sind die Messinstrumente?
- Experiencing Flow in Virtual Reality: An investigation of complext interaction structures of learning-related variables
- Niemals ohne, aber gerne gemeinsam: Die Rolle von Schulleitungen als Schlüsselfunktion in der digitalisierungsbezogenen Schulentwicklung
- Kommentar zu "Was macht Design-Based Research zu Forschung? Die Debatte um Standards und die vernachlässigte Rolle des Designs" von Gabi Reinmann
