Item response theory (IRT) refers to a family of mathematical models which describe the relationship between latent continuous variables (attributes or characteristics) and their manifestations (dichotomous/polytomous observed outcomes or responses) with regard to a set of item characteristics. Researchers typically use parametric IRT (PIRT)…

Globalization and shifting demographics have led to a call for an immediate change in education-based counseling. Future school counselors must be equipped with 21st century skills that are applicable across cultural boundaries and applied in a global context. "Addressing Multicultural Needs in School Guidance and Counseling" is a…

This paper reviews the differences between two interpretations accounting for the poor test performance of high anxious students: (1) that anxiety interferes with retrieval of prior learning; or (2) that, due to study skills deficits, the initial acquisition by anxious students is less thorough than by those lower in anxiety. Research results…

This review examines the definition, measurement, and correlates of computer anxiety as provided in available research. The concept of computer anxiety reflects an anxiety state, rather than an anxiety trait, thus rendering it susceptible to change over time. Computer anxiety is similar in nature to math anxiety and test anxiety. Two approaches to…

Investigated: (1) "potent" testing cues that were identified by high-test-anxious (HTA) and low-test-anxious (LTA) undergraduate students (N=133); (2) differences between HTA (N=93) and LTA (N=40) students for frequencies and intensities of responses to testing cues; and (3) differences between HTA and LTA students for attentional…

High-test-anxious individuals have been found to perform less well on cognitive tasks than others of comparable ability. To investigate the relationship between test anxiety and causal attributions following success and failure in an achievement situation, 200 introductory psychology students completed the Test Anxiety Scale (TAS) and were…

Research into fluctuations in anxiety before and after a threatening event suggests that anxiety may decrease as the anticipated threat draws near. To investigate the experience of actual test anxiety (TA) compared to its anticipation and recollection, 502 college students completed 10-item alternate forms (A and B) of the State Trait Anxiety…

Performance on the Digit Span (DSP) and Digit Symbol (DSY) subtests of the Wechsler Adult Intelligence Scale (WAIS) have been said to be vulnerable to the effects of anxiety, seating arrangements, and sex of subject. To determine the effects of these variables on anxiety and test performance on the WAIS-R DSP and DSY subtests, 40 male and 40…

Two factors which act to depress cognitive test performance are referred to as anxiety and boredom. The responses to a 20-item adjectival checklist administered to high school seniors after completing a cognitive test battery were subjected to iterative principal axes factor analysis. The relationships between anxiety or boredom and test…

Although research suggests that highly test anxious subjects are often motivated to escape from situations in which they are being evaluated, many persons in experimental situations do not see escape as an option. To examine the behavior of test anxious persons in aversive test situations, 60 college students, who were assessed as being high or…

Investigated the cognitions of low, moderate, and high test-anxious children under naturalistic test-taking conditions and examined the role of classroom environment in the test anxiety-performance relation. Results indicated high test-anxious children showed more task-debilitating cognitions during testing, including more negative…

Prior research demonstrates that examiner unfamiliarity negatively affects the optimal performance of handicapped preschoolers. The present investigation sought to determine whether examiner unfamiliarity also interferes with the optimal performance of handicapped school-age pupils and nonhandicapped children. Sixty-four subjects (16…

This bibliography identifies reports of research on correlates, causes, effects, and treatment of test anxiety. The listing was developed for a synthesis of research, performed by meta-analysis at Adrian College, Michigan in 1986-87. Guidelines for including studies were applied as follows: (1) the research concerned academic test anxiety, using…

Level of state test anxiety and depression were related to encoding strategy (imagery versus sematic instructions) in a study of sentence memory. Subjects were 80 female undergraduate students. Negative effects for test anxiety were found in both strategy conditions. Negative effects were found for depression when the semantic encoding strategy…

This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference (experience of task irrelevant thoughts), academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders. Results showed a positive relationship between test anxiety and cognitive…