Abstract
The purpose of this experiment was to study effects of motivation levels and test anxiety levels on memory learning in 5th grade children.
Fourteen boys and14girls with high test anxiety and14boys and14girls with low anxiety were selected from248children in5th grade. A half of each group learned under high motivating instr uction and the other half learned under low motivating instru-ction.
Results were as following:
1) There was no effect of motivation level on performance in high test anxiety. groups of both boys and girls. But in low test anxiety groups high motivated Ss made more correct responses than low motivated Ss. This effect was particulary strong in the case of girls.
2) Under low motivating instructions there was no difference in performance between high anxiety groups and low anxiety groups. Under high motivating instructions there was no significant difference between the two groups in boys, but in girls low test anxiety group made more correct reponses than high anxiety group.
3) There was no difference in performance between boys and girls in all4groups, that is, low and high test anxiety groups under low and high motivating instructions.
From these results, it seems that test anxiety interferes with learning
