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- W228299757 abstract "The theory of achievement motivation with z modificaticn involving future orientation, was used to predict that: (a) subjects who perceive a course examination to have future imFlications should perform better than those who do not; () Highly anxious subjects who perceive the course examination to have future implicaticns should persist longer at the task than low anxious subjects who are also future oriented; and (c) these predicted differences are intensified in the group that perceives the course as important and attenuated in the group that does not. The persistency hypothesis was supported, ba the performance hypothesis was not. The third hypothesis was only partially supported. (Author) V.B. DEPARTMENT OF IlEALTN. EDUCATION & WELFARE OFFICE OF IOUCATION THIS DOCUMENT HAS BEEN REPROOUCE0 EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY The Effects of Test Anxiety, Course Importance, and Future Orientation on Persistence and Academic Performance Charles R. Bennett and Elliot E. Entin Department of Psychology Ohio University Atkinson and Litwin (1960) reported that low test anxious subjects persisted longer at a final examination than high test anxious subjects, and that subjects low in test anxiety worked more efficiently (made higher grades) than subjects who were high in test anxiety. The auL:hors noncluded that this wa,. in accordance with the theory of achievement motivation as proposed by Atkinson (1958) in that high test anxious individuals find all achievement oriented tasks unpleasant, especially those tasks which the individual perceives to be of intermediate difficulty. To reduce the aversiveness of such oituations these individuals rq have essentially one option available -to flee from the situalitl tion as soon as possible. Due to constraining forces such as social pressure the individual will remain in the field only for the time required to complete the task, and because of competing tendencies, he will perform inefficiently. The conclusion concerning efficiency of performance as kr-1 OE -4 based on the theory of achievement motivation seems well Er4 founded. But, work by Feather over a period of several years" @default.
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- W228299757 date "1971-02-01" @default.
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- W228299757 title "The Effects of Test Anxiety, Course Importance, and Future Orientation on Persistence and Academic Performance." @default.
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