Head L Q, Lindsey J D
J Psychol. 1984 Jan;116(1st Half):55-8. doi: 10.1080/00223980.1984.9923616.
The finding of a previous study that student perception of difficulty level may be just as important as the actual difficulty levels was reinterpreted. A specially developed Educational Psychology Recognition Test and Test Perception Inventory assessed task difficulty and perception of exam difficulty, respectively, in 30 American undergraduates. A modified version of the State-Trait Anxiety Inventory assessed state anxiety. Results indicated, that 1) test difficulty did not significantly affect state anxiety but did significantly affect perception of exam difficulty, 2) students administered the high-difficulty test exhibited a perception of higher exam difficulty than those taking the medium- and low-difficulty tests, and 3) there was no significant difference for the perception of exam difficulty between students taking the medium- and low-difficulty tests.
之前一项研究发现，学生对难度水平的感知可能与实际难度水平同样重要，这一发现被重新解读。一项专门开发的教育心理学认知测试和测试感知量表分别对30名美国本科生的任务难度和考试难度感知进行了评估。状态-特质焦虑量表的一个修改版本评估了状态焦虑。结果表明，1）测试难度对状态焦虑没有显著影响，但对考试难度感知有显著影响；2）参加高难度测试的学生比参加中难度和低难度测试的学生表现出更高的考试难度感知；3）参加中难度和低难度测试的学生在考试难度感知上没有显著差异。
