The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children

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Description

The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration scores were used to compare high- and low-test-anxious subjects by the type ... continued below

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v, 104 leaves

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Martin, Laura Paige May 1989.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 66 times , with 17 in the last month . More information about this thesis can be viewed below.

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  • Martin, Laura Paige

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Description

The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration scores were used to compare high- and low-test-anxious subjects by the type of instructions they received prior to testing. This comparison yielded no significant differences between high and low-test-anxious subjects, indicating that the way the WISC-R is Introduced does not play a significant role in the WISC-R performance of high- and low-test-anxious children.

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v, 104 leaves

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  • May 1989

Added to The UNT Digital Library

  • March 9, 2015, 8:15 a.m.

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  • Nov. 15, 2017, 3 p.m.

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Citations, Rights, Re-Use

Martin, Laura Paige. The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children, thesis, May 1989; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc500228/: accessed December 15, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .