Abstract
From the standpoint of state-trait anxiety theory by Spielberger, the learning behavior under the conditions of two programmed materials whose frame sequences are different in a stage was analyzedin this study.
One of two programmed materials used in the experiment was designed logically for the frame sequence in a stage, the other was designed at random. But the stage sequences of two programmes were the same.
165 junior high school boys in 1st grade were divided into 18 groups in consideration of 1) two programme structures, 2) three levels (H, M, L) of the strength of state-anxiety, and 3) three levels (H, M, L) of the strength of trait-anxiety.
At first the state-anxiety scale was composed, corresponding to S-scale of STAI (by Spielberger). This scale included three factors, such as 1) tiredness, 2) interest (excitement), and 3) tension (apprehension).
And then as the corresponding T-scale of STAI, 9 items meaning test anxiety in AMT (by Shimoyama) were used.
Through this experiment procedure, the present study aimed at investigating the cause of inducing state-anxiety and its function, on programmed learning.
The main results were as follows:
1) Under the situation on programmed learning by the random-structured materials, high state-anxiety was apt to be induced.
2) Especially, the Ss of high trait-anxiety hadthe tendency in such a situation to stress as the random-structured materials.
3) High state-anxiety disturbed the balance of learning behavior, and consequently the performance level decreased.
4) The multiple regression model of state-anxiety was determined by the learning of time, the number of error-responses, and the strength of trait-anxiety. But the estimated degree of this model was not so high (Index of determination =0.260).
