{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69623"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69623","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Rate-Accuracy Trade-Off as a Function of Test-Taking Response Styles, Perception of Time, and Test Anxiety: A Training Study","abstract":"A training program was developed to help high test anxious high school students utilize optimal performance strategies when working on standardized tests. Thirty-three high and low anxious students completed a 3-week training program on "test-taking skills." Subjects were assigned to one of three training conditions: Rate-Accuracy Strategy Training (training helping students establish an optimal test-taking rate between fast, inaccurate and slow, overly cautious extremes), Cognitive Restructuring Training (training emphasizing strategies for reducing interfering thoughts during testing), or a Placebo-Control "Test Experience" Condition.","abstract_html":"A training program was developed to help high test anxious high school students utilize optimal performance strategies when working on standardized tests. Thirty-three high and low anxious students completed a 3-week training program on "test-taking skills." Subjects were assigned to one of three training conditions: Rate-Accuracy Strategy Training (training helping students establish an optimal test-taking rate between fast, inaccurate and slow, overly cautious extremes), Cognitive Restructuring Training (training emphasizing strategies for reducing interfering thoughts during testing), or a Placebo-Control "Test Experience" Condition.","abstract_has_math":false,"creators":["Plass, James Alan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T19:45:41Z","date_published":"2014-12-15T19:45:41Z","updated_at":"2026-07-22T22:26:01Z","subjects":["Psychology, Developmental"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8310000"],"render_values":[{"text":"(UMI)AAI8310000","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69623","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Plass, James Alan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T19:45:41Z","10000-01-01","1983"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Developmental"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69623","(UMI)AAI8310000"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A training program was developed to help high test anxious high school students utilize optimal performance strategies when working on standardized tests. Thirty-three high and low anxious students completed a 3-week training program on "test-taking skills." Subjects were assigned to one of three training conditions: Rate-Accuracy Strategy Training (training helping students establish an optimal test-taking rate between fast, inaccurate and slow, overly cautious extremes), Cognitive Restructuring Training (training emphasizing strategies for reducing interfering thoughts during testing), or a Placebo-Control "Test Experience" Condition.","Results clearly revealed the debilitating cognitive and performance styles of high anxious high school students when working on standardized aptitude tests. In pre-training assessment, high anxious students performed significantly lower than their low anxious counterparts, while reporting significantly more interfering thoughts during testing.","The major finding of this study was a significant interaction of Training Condition by Level of Anxiety in the analysis of post-training test performance scores. High test anxious students made their greatest pre-post performance changes in the Rate-Accuracy and Cognitive Restructuring Training conditions. Low test anxious students made their greatest changes in the Rate-Accuracy and Test Experience Conditions. These results are discussed in terms of their implications for future studies clarifying determinants of test performance and for helping test anxious students to achieve optimal performance on standardized tests.","Made available in DSpace on 2014-12-15T19:45:41Z (GMT). No. of bitstreams: 1 8310000.pdf: 4368888 bytes, checksum: 8085b9b3af70ff90317bbde5afeacc7a (MD5) Previous issue date: 1983","Embargo set by: Seth Robbins for item 69789 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","152 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983."]},{"key":"dc:title","label":"Title","values":["Rate-Accuracy Trade-Off as a Function of Test-Taking Response Styles, Perception of Time, and Test Anxiety: A Training Study"]}]}],"canonical_facts":{"dc:creator":["Plass, James Alan"],"dc:date":["2014-12-15T19:45:41Z","10000-01-01","1983"],"dc:description":["A training program was developed to help high test anxious high school students utilize optimal performance strategies when working on standardized tests. Thirty-three high and low anxious students completed a 3-week training program on "test-taking skills." Subjects were assigned to one of three training conditions: Rate-Accuracy Strategy Training (training helping students establish an optimal test-taking rate between fast, inaccurate and slow, overly cautious extremes), Cognitive Restructuring Training (training emphasizing strategies for reducing interfering thoughts during testing), or a Placebo-Control "Test Experience" Condition.","Results clearly revealed the debilitating cognitive and performance styles of high anxious high school students when working on standardized aptitude tests. In pre-training assessment, high anxious students performed significantly lower than their low anxious counterparts, while reporting significantly more interfering thoughts during testing.","The major finding of this study was a significant interaction of Training Condition by Level of Anxiety in the analysis of post-training test performance scores. High test anxious students made their greatest pre-post performance changes in the Rate-Accuracy and Cognitive Restructuring Training conditions. Low test anxious students made their greatest changes in the Rate-Accuracy and Test Experience Conditions. These results are discussed in terms of their implications for future studies clarifying determinants of test performance and for helping test anxious students to achieve optimal performance on standardized tests.","Made available in DSpace on 2014-12-15T19:45:41Z (GMT). No. of bitstreams: 1 8310000.pdf: 4368888 bytes, checksum: 8085b9b3af70ff90317bbde5afeacc7a (MD5) Previous issue date: 1983","Embargo set by: Seth Robbins for item 69789 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","152 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983."],"dc:identifier":["http://hdl.handle.net/2142/69623","(UMI)AAI8310000"],"dc:subject":["Psychology, Developmental"],"dc:title":["Rate-Accuracy Trade-Off as a Function of Test-Taking Response Styles, Perception of Time, and Test Anxiety: A Training Study"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:01Z"}