Interaction of anxiety and ability in complex learning situations.

Abstract

2 separate attempts failed to replicate the 1st study in which the interfering effects of anxiety in complex serial learning were demonstrated. Learning of the serial-verbal maze, however, proved to be significantly correlated with mathematical aptitude. Compared with low anxiety, high anxiety in combination with high aptitude was found to facilitate performance. Furthermore, high anxiety in combination with high overall scholastic aptitude was found to facilitate academic performance, while high anxiety in combination with low and average aptitude was found to interfere with academic performance. Other data are referred to which indicate that the academic achievement-anxiety-aptitude relationship may vary with the difficulty of the academic task and student study habits. (PsycINFO Database Record (c) 2016 APA, all rights reserved)