The present study examined the relationship between
anxiety and learning within the context of
drive theory and trait-state anxiety theory. It was
hypothesized that trait anxiety (A-trait) would influence
state anxiety (A-state), which in turn would
influence academic achievement. The subjects were
86 students enrolled in a graduate education course
for whom measures of A-state, A-trait, and achievement
were obtained concurrently at three times
during the course. GRE scores were used as measures
of intellectual ability. Data were analyzed
using the frequency-of-change-in-product-moment
technique (Yee & Gage, 1968), a causal analysis
statistic which permits the determination of source
and direction of causal influence in lagged correlational
data. Results showed that A-trait influenced
A-state and achievement, but the relationship between
A-state and achievement was ambiguous.
When intellectual ability was considered, A-trait
was found to influence A-state and achievement,
but only for high-ability students.
Heinrich, Darlene L. (1979). The causal influence of anxiety on academic achievement for students of differing intellectual ability. Applied Psychological Measurement, 3, 351-359. doi:10.1177/014662167900300307
Heinrich, Darlene L..
The causal influence of anxiety on academic achievement for students of differing intellectual ability.
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