Test anxiety, task relevance of group experience, and change in level of aspiration.

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Abstract
Ss (N = 104) who scored either high or low in test anxiety were assigned to groups to discuss a pending classroom examination. Each group comprised 2 high- and 2 low-anxious members and 1 moderately anxious member who was a leader confederate. By prearrangement, the leader fostered task-irrelevant commentary in ½ of the groups and task-relevant in the remaining ½. Ss' changes in level of aspiration and their discrepancies between goals and achievement on examinations clearly supported the assumption that task-irrelevant responses mediate test anxiety. These results, together with findings from a pegboard performance, supported both generality and specificity hypotheses concerning the nature of test anxiety. (25 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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