Test Anxiety and Defensiveness Experimentally Induced by Four Conditions of Testing Arousal

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Abstract
To study the relationships among frequency of testing, arithmetic learning and retention, predispositional test anxiety, defensiveness against admission of test anxiety, and induced test anxiety, eighty sixth-grade Ss were randomly assigned to four arousal conditions: tests every day, tests every other day, tests once a week, and daily practice. Teachers were randomly rotated daily. The study lasted 5 weeks. An achievement posttest was given at the end of the study and again 2 weeks later. Induced test anxiety was measured at the end of each week. On both achievement posttests, the only significant difference was in favor of the daily test group over the weekly test group. Induced test anxiety was found to operate similar to predispositional test anxiety.

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