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Determining a model of anxiety and a...

Coleman, Casey Ray.

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Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model./
Author:	Coleman, Casey Ray.
Description:	84 p.
Notes:	Chair: Hee-sook Choi.
Contained By:	Dissertation Abstracts International62-03B.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3007059
ISBN:	0493164243

Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model.
Coleman, Casey Ray.

Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model. - 84 p.

Chair: Hee-sook Choi.

Thesis (Ed.D.)--University of South Dakota, 2001.

The purpose of this investigation was to examine the nature of the relationship between anxiety and test performance in school-age children. At issue was whether or not that relationship was best described by the Inverted-U hypothesis (Yerkes & Dodson, 1908) or by the Zone of Optimal Functioning model (ZOF; Hanin, 1980). Two research questions were asked: (1) Does the classic inverted-u pattern describe the relationship between anxiety and academic performance in 10th and 12th graders? (2) If it does not, and no other trends or central tendencies are revealed, can the anxiety/performance relationship be described by the Zone of Optimal Functioning model?

ISBN: 0493164243Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model.
LDR:02690nam 2200313 a 45 001 931563
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008 110429s2001 eng d
020 $a 0493164243
035 $a (UnM)AAI3007059
035 $a AAI3007059
040 $a UnM $c UnM
100 1 $a Coleman, Casey Ray. $3 1255107
245 1 0 $a Determining a model of anxiety and academic performance in school-aged children: A comparison of the inverted-U hypothesis and the zone of optimal functioning model.
300 $a 84 p.
500 $a Chair: Hee-sook Choi.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: B, page: 1637.
502 $a Thesis (Ed.D.)--University of South Dakota, 2001.
520 $a The purpose of this investigation was to examine the nature of the relationship between anxiety and test performance in school-age children. At issue was whether or not that relationship was best described by the Inverted-U hypothesis (Yerkes & Dodson, 1908) or by the Zone of Optimal Functioning model (ZOF; Hanin, 1980). Two research questions were asked: (1) Does the classic inverted-u pattern describe the relationship between anxiety and academic performance in 10th and 12th graders? (2) If it does not, and no other trends or central tendencies are revealed, can the anxiety/performance relationship be described by the Zone of Optimal Functioning model?
520 $a 67 high school students from a Midwestern public school participated in the study (28 boys, 39 girls). Five State-Trait Anxiety Inventories (STAI; Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1970) were given to the students in class on five different days. The students were asked to recall the anxiety they felt prior to five different successful testing experiences in the past in order to calculate zones of optimal functioning, following Hanin's (1980) procedure. A sixth STAI was administered on a sixth class day, immediately prior to a scheduled classroom test. This time the students were asked to respond as they felt at that moment.
520 $a Data from the sixth STAI was analyzed using visual inspection, curve estimation, and correlational analysis in order to examine the research questions. The results indicated no apparent relationship between reported anxiety and test performance, thus supporting neither the Inverted-U hypothesis (Yerkes & Dodson, 1908) or ZOF (Hanin, 1980).
590 $a School code: 0203.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0525
690 $a 0622
690 $a 0632
710 2 0 $a University of South Dakota. $3 1019292
773 0 $t Dissertation Abstracts International $g 62-03B.
790 $a 0203
790 1 0 $a Choi, Hee-sook, $e advisor
791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3007059