Test anxiety and the model who fails.

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Abstract
Gave 216 female undergraduates, differing in test anxiety, a verbal learning task following the opportunity to observe a model perform on the same type of task. In Exp. I, groups differing in test anxiety differed in performance levels but not in their reactions to observing a self-derogatory model. In Exp. II, the model was not self-derogatory, but rather was authoritatively failed by the E. Under this condition, high and low test anxiety showed opposite reactions. High-test-anxiety scores were detrimentally affected by observing the failed model, while there was a facilitative effect for the low scorers. Results are interpreted in terms of differences between anxiety groups in their attention to specific situational cues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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