Effect of programmed instruction related to motivation, anxiety, and test wiseness on Group IQ test performance

To investigate the efficacy of a cognitive approach to problems of motivation, anxiety, and test wiseness, programed texts were used to condition verbal repertoires relevant to each of these problems. Five 6th-grade classes (118 Ss) were administered the Otis-Lennon Mental Ability Test in a pretest-...

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Bibliographic Details
Published in:Journal of educational psychology 1977-10, Vol.69 (5), p.630-635
Main Authors: Petty, Nancy E, Harrell, Ernest H
Format: Article
Language:English
Subjects:
Achievement Motivation
Elementary School Students
Group Testing
Human
Intelligence Measures
Intelligence Quotient
Programmed Instruction
Test Anxiety
Test Performance
Testwiseness
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Summary:To investigate the efficacy of a cognitive approach to problems of motivation, anxiety, and test wiseness, programed texts were used to condition verbal repertoires relevant to each of these problems. Five 6th-grade classes (118 Ss) were administered the Otis-Lennon Mental Ability Test in a pretest-posttest design. Each class received one of the following conditions: control condition, motivation program, test wiseness program, or a combination of all 3 programs. There was a significant effect only on raw scores. Comparing the combination group with the control group, both IQ and raw score gains were significant. Lower IQ level Ss made greater raw score gains than did upper IQ level Ss. (22 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.69.5.630