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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Malloy, James J."],"institution":null,"degree_name":"M.A. School Psychology","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Allen, Terri"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-17T07:00:00Z","date_published":"2016-03-17T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Anxiety","Memory","Anxiety in adolescence; Examinations; Memory","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/636","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Allen, Terri"]},{"key":"dc:creator","label":"Author","values":["Malloy, James J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Anxiety","Memory","Anxiety in adolescence; Examinations; Memory","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/636"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["The influence of test anxiety on memory"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Allen, Terri"],"dc:creator":["Malloy, James J."],"dc:date.available":["2016-03-18T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/636"],"dc:subject":["Anxiety","Memory","Anxiety in adolescence; Examinations; Memory","Psychology"],"dc:title":["The influence of test anxiety on memory"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology"]},"updated_at":"2026-07-24T04:13:27Z"}