Attribusiestyl en wenkgebruik in toetsangs

M.A. (Psychology)Test anxiety has been widely researched in terms of its etiology and treatment. However, the results have been somewhat inconclusive, pointing to the fact that cognitive variables have not been accorded with the necessary amount of explanatory weight. The literature seemed to indicate that attribution of success and failure in test-related situations as well as the appropriate interpretation of cues in test-related information would account for a significant proportion of the variance observed in test anxiety. It was the purpose of this study to determine the extent and nature of the influence of attributional style and cue usage in test anxiety. In order to test the hypotheses two groups of students were selected. The experimental group consisted of students with high scores on two measures of test anxiety, and the control group consisted of students with low scores on the measures of test anxiety. These groups were then compare on scores of attributional style and cue usage. The hypotheses for the study were not supported. The results were discussed in the context of test anxiety approaching a phobic nature rather than a generalized anxiety state