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Media adjunct programing (MAP) techniques for presenting individualized, self-paced instruction were compared to traditional instructor-classroom (TIC) techniques in an undergraduate pilot Weather course. The MAP group completed the course in significantly less time than did the TIC group, representing a 29 percent time savings. In addition, MAP students performed equally as well as TIC students on the posttest and retention test, had significantly lower state anxiety scores while learning the materials, and reported significantly higher attitude scores toward the instructional method they received. Predictions of an inverse relationship between state curiosity and state-anxiety were only partially supported, in that significant interactions were found between treatment conditions and flight groups. (PB)

Two approaches were used to predict State Board Examinations (SBE) results for students in four schools of nursing. Multiple regression was used to predict scores of 191 nurses who graduated and took the SBE. Discriminant function analysis was used for 375 nursing students to predict students who would take and pass the SBE from those who would not. Important predictor variables for both techniques included: 1) G.P.A., 2) test anxiety, and 3) student grade expectation. (Author)

SUCH CHARACTERISTICS AS ANXIETY, CREATIVITY, AND INTELLIGENCE WERE RELATED TO SUCCESS IN LEARNING FROM A REPRESENTATIVE PROGRAM OF THE LINEAR, CONSTRUCTED RESPONSE TYPE. A SAMPLE OF SIXTH GRADERS WAS ADMINISTERED TESTS PRIOR TO AND UPON COMPLETION OF A PROGRAMED UNIT ENTITLED "LATITUDE AND LONGITUDE." AN ANALYSIS OF THE EFFECTS OF LEARNING FROM PROGRAMED INSTRUCTIONAL MATERIALS ON THE VERBAL CREATIVITY SCORES OF THE SIXTH GRADERS WAS PURSUED SIMULTANEOUSLY WITH THE EVALUATION OF THE OTHER OBJECTIVES. AFTER AN INITIAL PHASE, IN WHICH THE RELIABILITY OF AN ANXIETY SCALE WAS VALIDATED, AN EXPERIMENTAL GROUP WAS PRESENTED WITH THE 2-WEEK PROGRAMED COURSE, AND A CONTROL GROUP WAS GIVEN TRADITIONAL INSTRUCTION OF THE SAME MATERIAL. FIVE ONE-WAY ANALYSES OF VARIANCE WERE COMPUTED COMPARING THE MEAN RESIDUAL GAINS MADE BY THE CLASSES IN THE PROGRAMED AND CONTROLLED CONDITIONS. NONE OF THE FIVE ANALYSES REVEALED A SIGNIFICANT DIFFERENCE BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS. (GD)

AN INVESTIGATION WAS MADE INTO THE EFFECTS OF AN ELEMENTARY SCHOOL-FALLOUT SHELTER UPON THE EDUCATIONAL CLIMATE WITHIN THAT SCHOOL AS COMPARED TO THE CLIMATES OF WINDOWLESS OR CONVENTIONAL SCHOOLS. THE ABO SCHOOL IN ARTESIA, NEW MEXICO, WAS BUILT WITHOUT WINDOWS AND ENTIRELY BELOW GROUND EXCEPT FOR THE ENTRY. INITIAL CONSTRUCTION COSTS WERE ABOUT 21 PERCENT HIGHER THAN FOR A CONVENTIONAL STRUCTURE. CUSTODIAL SERVICES WERE SOMEWHAT LOWER THAN FOR OTHER SCHOOLS IN ARTESIA. TEACHER VARIBLES WERE EXAMINED AND ANALYZED. IT WAS FOUND THAT THE ABO TEACHERS WERE VERY MUCH LIKE THE OTHER TEACHERS IN ARTESIA. THE STUDY OF PUPIL VARIABLES INCLUDED ANXIETY AND ATTENDANCE. NO EVIDENCE WAS FOUND TO INDICATE THAT THE ABO PUPILS WERE MORE ANXIOUS OR HAD ANY MORE ATTENDANCE PROBLEMS THAN PUPILS ATTENDING CONVENTIONAL OR WINDOWLESS SCHOOLS IN ARTESIA. NO EVIDENCE WAS FOUND DURING A 2-YEAR PERIOD TO RAISE ANY QUESTIONS ABOUT THE FEASIBILITY OF COMBINING A FALLOUT SHELTER WITH THE EDUCATIONAL FUNCTION. (TC)

The purpose of this investigation was to evaluate the effects of presenting a well structured time-telling program to children at the K-3 level. Twenty classes in two schools (two experimental and three control groups for each grade) participated in the study. Experimental group teachers were selected on three effectiveness criteria, and pretest, posttest, and retention test measures were therefore analyzed using descriptive statistics. The instruction, which lasted ten days and had as its terminal objective telling time to the nearest minute, was found to produce "educationally significant" differences only at the grade one level. No anxiety increases were detected as a result of using the program. In an appended paper, "Curriculum Decision: Learning Time Concepts and Skills," the author relates this instructional achievement to Piaget's car velocity experiments. Curriculum implications are discussed. (The paper is based on the author's doctoral dissertation.) (MM)

THE MAIN PURPOSE OF THE 2-YEAR STUDY WAS TO MEASURE THE SOURCES OF INTERPERSONAL CONCERN AMONG THE PHYSICALLY HANDICAPPED. BASED ON SCHULZ'S THREE-DIMENSIONAL MODEL OF INTERPERSONAL INTERACTION, "THE SCHEDULE OF INTERPERSONAL CONCERNS" WAS DEVELOPED. THIS INSTRUMENT CONTAINS 59 ITEMS DIVIDED INTO FIVE FACTORS--REJECTION, RESPONSIBILITY, PERSONAL INTRUSION, SOCIAL ENMESHMENT, AND INDEPENDENCE. THREE GROUPS OF THE PHYSICALLY HANDICAPPED WERE CHOSEN FOR APPLICATION OF THE INSTRUMENT. THE TWO GROUPS WITH SENSORY HANDICAPS (56 DEAF AND 42 BLIND) WERE PREDICTED TO SHOW CONCERN OVER REJECTION. THE GROUP OF 38 CARDIOVASCULAR HANDICAPPED WAS EXPECTED TO SHOW CONCERN OVER THE CONTROL DIMENSION OR INDEPENDENCE. CONTROL SAMPLES OF 71 "NORMAL" PEOPLE WERE MATCHED TO EACH OF THE HANDICAPPED GROUPS. DETAILED COMPARISON OF THE DATA (T-TEST) SHOWED SIGNIFICANT SUPPORT OF THE HYPOTHESES. SOME LIMITATIONS OF THE INSTRUMENT OR SAMPLING PROCEDURES WITH THE DEAF WERE NOTED. ANALYSIS WITHIN HANDICAPPED GROUPS INDICATED THAT THE PSYCHOLOGICAL MEANINGS OF A PHYSICAL HANDICAP ARE RELATED TO LIFE STAGES AND OCCUPATIONAL LEVELS. FURTHER RESEARCH IN THIS AREA IS SUGGESTED. (NS)

EXPERIMENTS WERE CONDUCTED TO DETERMINE THE EXTENT TO WHICH (1) EXPERIMENTALLY INDUCED ANXIETY INFLUENCES ABILITY TEST PERFORMANCE AND (2) THE VARIOUS PHYSIOLOGICAL AND PSYCHOLOGICAL MEASURES OF ANXIETY ARE RELATED. HIGH SCHOOL SENIORS WERE ADMINISTERED THE FOLLOWING MEASURES OF ANXIETY--(1) S-R INVENTORY OF ANXIOUSNESS, (2) AFFECT ADJECTIVE CHECKLIST, (3) TEST ANXIETY SCALE, AND (4) BENDIG'S SHORT FORM OF THE MANIFEST ANXIETY SCALE. THE 100 PARTICIPANTS WERE ASSIGNED AT RANDOM TO 1 OF 5 TREATMENT GROUPS (3 EXPERIMENTAL, 2 CONTROL), AND STRATIFIED BY SEX AND PROFICIENCY LEVEL. THE EXPERIMENTAL GROUPS RECEIVED ANXIETY-REDUCING, NEUTRAL, OR ANXIETY-PRODUCING INSTRUCTIONS BY TAPE RECORDER BEFORE BEING ADMINISTERED AN ACADEMIC ABILITY TEST. WHILE SUBJECTS WERE PERFORMING ON THE TEST THEIR RESPIRATION RATE AND DEPTH, HEART BEAT RATE, GALVANIC SKIN RESPONSE, SYSTOLIC AND DIASTOLIC BLOOD PRESSURE, PULSE PRESSURE, AND ORAL, FACE, AND FINGER TEMPERATURES WERE TAKEN. ONE CONTROL GROUP WAS USED TO RECORD PHYSIOLOGICAL MEASURES DURING READINGS OF A SCHOOL TEXT INSTEAD OF TAKING A TEST. OTHER CONTROL SUBJECTS TOOK THE TEST, BUT NO PHYSIOLOGICAL MEASURES WERE TAKEN UNTIL THE TEST WAS COMPLETED. RESULTING DATA WERE ANALYZED. ONE OF THE PRINCIPAL FINDINGS WAS THAT EITHER ANXIETY WAS NOT A HINDRANCE TO TEST PERFORMANCE WITHIN THE LIMITS OF THIS STUDY, OR TEST ANXIETY WAS NOT MEASURED SUFFICIENTLY BY THE PHYSIOLOGICAL RESPONSES OBTAINED. IN ADDITION, THE VARIOUS PHYSIOLOGICAL AND PSYCHOLOGICAL MEASURES WERE ESSENTIALLY UNCORRELATED. (LP)

Underlying this essay on psycholinguistic theory is the belief that language teachers often suffer from neurotic symptoms of confusion, anxiety, and uncertainty in connection with their work. The author discusses his "BALT" theory (battered language teachers). Philosophically-oriented remarks are directed toward teachers wishing to redirect their educational philosophy and teach through a heightening and expansion of their own personal consciousness. A direct analogy between Charles A. Reich's "The Greening of America" and Jakobovits' ideas concerning 'consciousness' and 'freedom' is evident throughout this paper. It is the author's hope that a widespread conversion among language teachers of the 'old school,' based on the premises of freedom in psycholinguistic and pedagogical areas, rather than on intellectual servitude, will be forthcoming. (RL)

INDIVIDUAL DIFFERENCES IN RISK TAKING WERE STUDIED IN A SAMPLE OF 162 MIDDLE-CLASS CHILDREN IN GRADE 5. MEASURES OF ANXIETY, CREATIVITY, DEFENSIVENESS, INTELLIGENCE, AND RISK TAKING WERE ANALYZED TO DETERMINE CERTAIN SELECTED RELATIONSHIPS. THE AUTHOR CONCLUDED THAT CREATIVITY BEARS A MORE POWERFUL RELATIONSHIP TO RISK TAKING THAN DOES INTELLIGENCE. (JK)

A study was designed to determine if self-critique by videotapes of a practice session was as effective for teaching a nursing skill as were teacher critiques of the practice session. Seventy women nursing students were trichotomized by anxiety level and randomly assigned to either the self-critique with a procedure checklist treatment or to the teacher critique treatment. All subjects first viewed a teaching tape of the skill, participated in a practice session with one of the two critique treatments, and then completed two post critique performances of the procedure. Results of analyses indicated that the self-critique and teacher critique methods produced the same learning levels, with anxiety level of students having no significant effects. The major recommendation for future research is for investigation to determine if students learn similar procedures with less stress and anxiety when sequencing and patterning are first learned with models than if they are first learned with real patients. (Author/SH)

In a review of over 25 empirical investigations of effects of communicating behavioral objectives to students, several trends were apparent. Advance knowledge of behavioral objectives led to improved posttest performance in five of ten studies and to improved retention in two of three instances. Only two of seven studies found an interaction between knowledge of objectives and type of learning: in one case knowledge acquisition but not comprehension was facilitated, while in the other knowledge of objectives interfered on a problem-solving task, but not on a discrimination task. A third group of studies reported interactions between availability of objectives and reasoning ability, personality characteristics, and state anxiety. Finally, when coupled with complete learner control of the course, knowledge of objectives decreased learning time. (Author/RH)

THE BASIC PURPOSE OF THIS STUDY WAS TO ATTEMPT TO FIND OUT WHETHER ANXIETY IN ELEMENTARY SCHOOL CHILDREN WAS TO A SIGNIFICANT DEGREE THE RESULT OF SCHOOL EXPERIENCES AND CONDITIONS. THE ANTECEDENTS AND CONSEQUENCES OF SCHOOL ANXIETY WERE ALSO TO BE ANALYZED. THE METHOD OF STUDY INVOLVED OBTAINING MEASURES OF SCHOOL ANXIETY AT THE BEGINNING AND END OF THE SCHOOL YEAR OVER A PERIOD OF 2 OR MORE SCHOOL YEARS, AND COMPARING THE TREND WHICH IS FOUND DURING THE TIME CHILDREN ARE UNDER THE COMBINED INFLUENCE OF IN-SCHOOL AND OUT-OF-SCHOOL ENVIRONMENT (AND MATURATION) WITH THE TREND DURING THE TIME THEY ARE UNDER ONLY THE DIRECT INFLUENCE OF OUT-OF-SCHOOL ENVIRONMENT (AND WERE SELECTED AS SUBJECTS. DATA WERE OBTAINED ON THE SUBJECTS FROM CUMULATIVE RECORDS, THE CHILDREN, AND THEIR TEACHERS. THE METROPOLITAN ACHIEVEMENT TESTS, THE CALIFORNIA TEST OF MENTAL MATURITY, AND THE CHILDREN'S SCHOOL QUESTIONNAIRE WERE ADMINISTERED TO THE SUBJECTS. TEACHER NOMINATIONS OF CHILDREN WITH A WIDE VARIETY OF BEHAVIORAL CHARACTERISTICS WERE A MAJOR SOURCE FOR THE DATA GATHERED. FINDINGS WERE COMPLEX AND REQUIRE STUDY IN CONTEXT. AT THE METHODOLOGICAL LEVEL, HOWEVER, THE USEFULNESS OF THE IN-SCHOOL AND OUT-OF-SCHOOL PARADIGM WAS DEMONSTRATED. (ED)

Undergraduates who were anticipating a one semester course final were used as subjects in this investigation of the relationship between pretest anxiety and the amount of preparation for the test. In addition, the authors examined the relationship between anxiety and performance and between quantity of preparation and performance. Both trait and state anxiety were measured during data collection. Findings reveal that: (1) anxiety associated with the examination was significantly positively related to out-of-class preparation; (2) quantity of study had a near zero relationship with performance on the examination; and (3) there is a negative relationship between state anxiety during the test preparation period and actual performance on the test. The authors conclude, with qualifications, that examinations geared toward stimulating out-of-class preparation could be omitted. It is suggested that educators reexamine their rationales for testing students. (TL)

Sixty-one introductory psychology students were randomly assigned to two experimental treatment which consisted of either high or low ego-involving instructions. The entire experimental procedure, including the administrations of Spielberger's Trait Anxiety Inventory and State Anxiety Inventory, is elaborated. Results support the notion that state anxiety, i.e., feelings of apprehension and heightened nervous system activity, provides a more useful estimate of the relationship between anxiety and learning than trait anxiety, i.e., anxiety proneness. Support is also added to the notion that task conditions affect anxiety, in this case a concept learning task. Advantages of the author's research design are highlighted. (TL)

The results of an experience obtained while working with children in the early stages of infancy are presented. They are basically observations taken of a child's reaction to sudden changes, particularly separation from its mother. Anxiety was observed in these infants in diverse circumstances; in some cases it was at a normal level and in others at an intense level. This group of children was composed of children of mothers who worked, who left their babies at seven in the morning and came to pick them up in the afternoon. Other areas discussed are the infants' relationship with their mothers and problems surrounding adoption. (CK)

Simply presenting teachers with information about discrepancies between their ideal and their actual classroom performances does not, in itself, lead to constructive change. In part, this is because teachers confronted with such discrepancies experience dissonance which often gives rise to anxiety. This paper discusses the psychological processes that can be expected to occur when teachers are confronted with information about their own classroom behavior, and suggests some actions that a facilitator might take to focus teachers' energies on self-improvement. (Author)

Effects of trait and state anxiety levels (low, medium, and high) and response modes (reading, covert, modified multiple choice, constructed response) on posttest achievement for familiar and technical materials dealing with heart disease were investigated. Learning materials were presented to 148 subjects via computer-assisted instruction. High trait anxiety was associated with high state anxiety for all groups. Constructed response and reading groups performed significantly better than covert and multiple choice groups on technical but not familiar materials. However, the constructed response group had higher levels of state anxiety and longer learning times than other response mode groups. (Author)

A study to determine some conditions to be used to communicate desired instructional outcomes to students in order to produce learning was conducted. A commercial game called "Think-A-Dot" consisting of a series of flip-flops encased in plastic was employed as the learning task. Three independent variables were experimentally manipulated: (1) behavioral objectives presented at the beginning of instruction, (2) behavioral objectives presented in the middle of instruction, and (3) a precriterion test given during the instructional period. A test conforming to the theoretical requirements of the motive of need for achievement and the Alpert and Haber Test Anxiety Scale were given prior to the experiment. The following four treatments influenced achievement more than the other treatments: (1) all three variables combined, (2) only a precriterion test, (3) objectives presented twice: at the beginning of instruction and during instruction, and (4) only objectives presented during instruction. The following treatment groups scored consistently lower: (1) precriterion tests combined with objectives presented at the beginning, (2) precriterion test combined with objectives presented during instruction, and (3) the absence of all three variables. The results of this study point the way to further research. Future research should explore ways to maximize the effects on learning of complex combinations of variables including objectives. (CK)

The major objectives of this study were: to determine whether information feedback provided during a difficult task would reduce State-Anxiety (A-State) and whether learner control of feedback would lead to further reductions in A-State. Another objective was to attempt to bridge cognitive and affective domains by examining relationships of the task variables of feedback and learner control by examining the relationships of the task variables of feedback and learner control with anxiety and cognitive abilities, specifically reasoning ability (R) and associative memory (Ma). Three objective-related hypotheses were investigated. Prior to taking the CAI course, each subject received a battery of five tests administered to small groups. The course contained a series of eight sets of three examples and three test items, illustrating eight consecutive rules comprising the task. A varimax factor analysis conducted on the ability scores produced two factors, R and Ma. A second analysis of variance, multiple linear regression analysis, a two covariable analysis of covariance, and a single covariable analysis were also performed. It was found that real reductions in A-State can be obtained through increased use of feedback. While feedback generally seems to reduce A-State, high A-State appears to interfere with the learner's capacity to utilize the feedback information effectively in performing the task requirements. Learner control seems to offer definite advantages both in terms of anxiety reduction and performance. (CK)

An informal non-credit course in anxiety management offered by the author is described. The primary emphasis of this course is on self-hypnosis. Participating students are encouraged to increase their skills in relaxing and concentrating by three methods: (1) eye fixation; (2) muscular relaxation; and (3) focusing of awareness. Other techniques can be used by participants to relax more deeply; however, the techniques usually emphasize an imaginary situation in which the participant feels pleasant, comfortable, and relaxed. Participating students are encouraged to gain greater self-control by use of the Premark Principle, Contingency Management, and the RIPE Formula. The emphasis is upon bodily relaxation, imaginary situations in which the student sees himself or herself as being successful in a selected task, and reinforcing those behaviors which are "good." Also emphasized were interpersonal relationship techniques in which it is demonstrated to others that an adult-adult relationship will be sincerely, warmly, and firmly maintained. (Author/BW)

The study was designed to test the following three rival hypotheses concerning the discrepancy between high Negro aspiration and low Negro achievement: (1) Negroes may have lower academic aptitude; (2) Negroes may be less motivated; and, (3) Negro aspirations may not be genuine, but simply a way of winning the approval of the researcher. The subjects were Negro and white middle- and lower-class students at a Chicago junior college. Measures of motivation and aspiration were obtained from an instrument administered during a class period. Measures of aptitude and achievement were obtained from class records. As predicted, significant racial differences were shown in both aptitude and achievement, with Negroes lower on both. However, no significant racial or social class differences were obtained on any of the motivational measures. There was no racial difference in scores on a short social desirability scale, and social desirability was, in general, not significantly related to school interest or educational aspiration. However, different correlates of achievement were obtained in the four race-SES subsamples. Whereas among middle-class whites "test anxiety" was highly correlated with achievement, among lower-class Negroes and lower-class whites, "social science interest" was important. (Author/JM)

Factor analysis of Gough's 300-item Adjective Check List identified eight highest-loading items for seven factors of self-perception. These were alphabetized and presented with 5-point scales to 713 females in teacher training. Factor analysis of the 56 self-rating items replicated the original structure, and simple scale sums showed satisfactory internal consistency and test-retest stability. Correlations with another self-description inventory evidenced concurrent validity of the instrument, which should be valuable for rapid, straight-forward, quantified self-description. (Author)