Personality, Test Anxiety and Exam Performance (abstract only)  

Oleh:

Gharib, Afshin ; Phillips, William

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 663.
Topik: Personality; Test Anxiety; Exam Performance
Fulltext: Hong Kong-Conference 106.pdf (210.82KB)

Isi artikel

We have previously found that different types of exams (open book, closed book or crib sheet) are associated with different levels of test anxiety (Gharib, Phillips & Mathew). Other research has shown that excessive exam anxiety can have detrimental effects on students performance (Morris, Davis, & Hutchings, 1981; Tryon, 1980). In the present study, we investigate the relationship between personality traits and individual differences in test anxiety. Are different personalities traits associated with different levels of anxiety on different types of exams? Are the types of exams that would be better suited to some personality types than others? One hundred and nine students enrolled in 4 sections of Introduction to Psychology at a small liberal arts university in northern California participated in this study. The students took 3 exams over the course of the term, one was open book and notes, a second was closed book and notes, and the third was closed book but students could use a crib-sheet during the test. The order of the exams was counterbalanced between sections. Students completed the BFI personality inventory, a measure of the Big 5 dimensions of personality (John, Donahue, & Kentle, 1991; John, Naumann & Soto, 2008) and an overall measure of test anxiety (Hagtvet & Benson, 1997) at the start of the course.They also completed the Morris et al.’s (1981) Pre-Examination Worry-Emotionality Scale immediately before taking their first two exams (either open-book or cheat sheet). Regardless of exam type, there was a positive correlation between levels of neuroticism and test anxiety, but neither anxiety nor personality type was related to exam performance on any exam type. Exam anxiety was highest during closed book exams. The results suggest that some of the individual differences in test anxiety among college students may be due to personality variables, specifically levels of neuroticism or emotional stability. Students who score higher on neuroticism may especially benefit from exams such as open book and note exams which minimize test anxiety.

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