Date Approved

3-17-2016

Embargo Period

3-18-2016

Document Type

Thesis

Degree Name

M.A. School Psychology

Department

Psychology

College

College of Science & Mathematics

Advisor

Dihoff, Roberta

Committee Member 1

Allen, Terri

Keywords

Anxiety, Memory

Subject(s)

Anxiety in adolescence; Examinations; Memory

Disciplines

Psychology

Abstract

The purpose of this study was to investigate the relationship between test anxiety and memory among a college population (N = 42). Specifically, the goal was to ascertain whether text anxiety had a measurable effect on memory, which was represented by scores on the Nelson-Denny reading comprehension subtest. Participants were divided into a stressed group (N = 22) and a non-stressed group (N = 20) in order to compare scores from test-takers with anxiety to those who do not. It was hypothesized that (a) test anxiety would have a significant impact on test results, (b) the non-stressed group would score higher than the stressed group, and (c) the stressed-group’s memory capabilities, and thus test performance, would be reduced as a result of the test anxiety created by the environment. Results indicated that the difference between the two groups were not significant.

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