Some effects of test anxiety and presence or absence of other persons on boys' performance on a repetitive motor task |
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| Authors: | F N Cox |
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| Affiliation: | 1. Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Ghent, Belgium;2. Faculty of Human Movement Sciences, VU University Amsterdam, van der Boechorststraat 9, NL-1081 BT Amsterdam, The Netherlands;1. Department of Physical Therapy, University of Alabama at Birmingham, Birmingham, AL, United States;2. Division of Infectious Disease, University of Alabama at Birmingham, Birmingham, AL, United States;3. School of Medicine, University of Alabama at Birmingham, Birmingham, AL, United States;4. Division of Clinical Immunology and Rheumatology, University of Alabama at Birmingham, Birmingham, AL, United States;5. Department of Biostatistics, School of Public Health, University of Alabama at Birmingham, Birmingham, AL, United States;1. Experimental and Molecular Pathology, Institute of Pathology, Ludwig-Maximilians-Universität München, Munich, Germany;2. German Cancer Consortium (DKTK), Partner site Munich, Germany;3. German Cancer Research Center (DKFZ), Heidelberg, Germany;1. Department of Psychology, Laboratory for Biological and Personality Psychology, University of Freiburg, D-79104 Freiburg, Germany;2. Freiburg Brain Imaging Center, University Medical Center, University of Freiburg, D-79106 Freiburg, Germany;1. Open University, University of Helsinki, Finland;2. Department of Health, National Institute for Health and Welfare, Helsinki, Finland |
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| Abstract: | Three experiments were conducted to investigate effects of the presence or absence of mothers, teachers, peers, and strange female adults on the performance of second- and third-grade elementary school boys who differed in levels of test anxiety. In each experiment S performed a marble-dropping task for a baseline minute. During the following 5 minutes different variations were introduced in the three experiments. In the first experiment, S's mother or female teacher entered and stayed in the experimental room in two of the treatments, while nobody other than E and S was present in the third condition. A fourth treatment was introduced into Exp. 2: a peer of S entered and stayed in the experimental room. In the third experiment, S's teacher or a strange female adult entered and stayed in the room in two of the treatments, while only E and S were present in the other condition. It was found that low test anxious boys showed response increments when any of these persons entered and stayed in the experimental room, while the presence of mothers or teachers resulted in response decrements in high test anxious boys. Conversely, when only E and S were present, low test anxious Ss showed response decrements, while high test anxious boys showed response increments under this condition. |
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