A Test of the Inverted-U Hypothesis Relating Achievement Anxiety and Academic Test Performance
- 1 March 1970
- journal article
- Published by Taylor & Francis in The Journal of Psychology
- Vol. 74 (2) , 267-273
- https://doi.org/10.1080/00223980.1970.9923738
Abstract
No abstract availableKeywords
This publication has 7 references indexed in Scilit:
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- The Effects of Anxiety and Item Difficulty Sequence on Achievement Testing ScoresThe Journal of Psychology, 1968
- Interaction effects of item-difficulty sequence and achievement-anxiety reaction on academic performance.Journal of Educational Psychology, 1968
- Test difficulty, reliability, and discrimination as functions of item difficulty order.Journal of Applied Psychology, 1964
- Anxiety in academic achievement situations.The Journal of Abnormal and Social Psychology, 1960
- A further investigation of the relationship between anxiety and classroom examination performance.Journal of Educational Psychology, 1957
- Relieving anxiety in classroom examinations.The Journal of Abnormal and Social Psychology, 1955