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Effects of Anxiety on Testing Performance

Mullen, Taylor
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Abstract
Anxiety is prevalent in childhood and symptoms can impact testing performance, such that moderate levels can facilitate higher performance (demonstrated in college student samples), whereas high levels can be impairing (demonstrated in clinical samples). We examine this performance-anxiety symptoms association for the first time in early childhood. Thirty-three children ages 4-8 were administered IQ subtests and parents reported on their anxiety. We found a significant correlation between child anxiety symptoms and a spatial reasoning performance test, but not other IQ subtests. Anxiety accounted for 35% of the variance of that performance, but only for older children in the sample.
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Date
2022-01-01
Student Status
Undergraduate
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Type of presentation
Poster Presentation
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UVM Student Research Conference
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URI
https://hdl.handle.net/20.500.14849/8214
DOI
Advisor(s)
Ellen McGinnis
Ryan McGinnis
Bryn Loftness
Department
Program/Major
Human Development and Family Studies
College/School
College of Education and Social Services
Organization
Research Category
Social Sciences
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