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FREUD'S OBJECTIVE ANXIETY AMD
COLLEGE PERFORMANCE
APPROVEDS
Major Professor
Minor Professor
,/t/
Dean of th« Softool ov I<3ueation
Dean of the Graduate School
FREUD'S Q B J S m v B AHXIffT* 4MB
COLtSOB PBRFORWUJCE
THESIS
Px*6««nt9<J t o t l i e Oraduac« C o u n c i l o f t h *
H o r t h Tox ts Sta.t# l l n l v a r s i t y i n P a r t i a l
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% Don Edwin SfaMlaiMj, J r .
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CHAPTER I
INTRODUCTION
The tern anxiety has been defined in many ways by many
people. There are various meanings attached to the term*
depending upon one's orientation and understanding. Anxiety,
according to the MM. ImvitiWl %>fft$r, MM. ££UftS&.
is that painful uneasiness of mind over an impending or anti-
cipated ill. According to Mrrimn, anxiety * . . . in
psychoanalysist is & pervasive apprehension of threat of
danger" (14* p. 11). At this point* the description provided
by Coleman will represent anxiety from a general perspective.
He state®# wPerhaps most important from a psychological view-
point Is the emotion we call anxiety., which is aroused by a
threat to the adequacy or worth of the self. Anxiety la often
referred to as 'psychic pain* and is acutely unpleasant. It
operates as a powerful driving force towards maintenance on
the psychological level* (6t p. 75).
The American culture In the twentieth century possesses
a unique social setting which has caused thti century to be
labeled the "Age of Anxiety". This age In which man now lives
greatly affects his way of life. Dr. Hollo May expresses this
opinion in discussing anxiety from the historical and socio-
logical approach, May states, "Man 1s an historical product.
content of hi a fnwz ?.n<5 anxiotiaa, at* tm i% m Mr. hop**
end hit 1 rws and hate.'?, vi!3 vary t!»ep#nc)lrss on th» point in
history a t v-hieh he happens to h%* (lBt p»
*.u-- jpget^r K*r hf* n trfiwnfce fr* 4*vei.o?yiii£
the nauwi ot <*«*» a$« vi,' sat iety i» the pw»dOff;tw»n«e of irw5m»-
trtfclt&ttlon tp ?»«* Cowy'jsd vitti* tti© f l i t lr>
&n$ sffS-narsi-Qs tofltistria-iiBftti^n has ft ggpMtnp
<3«M^ on the ftMIifci? of the iir3iv!4\»X to »ohiev«
mn |g often vf;r.yc»<5 Ir. tMs cutting £Yn» Ms Rl.illc or tratt t i lf
uu ar, ursot a fwneti - n»?. *®smii?r<*>. !!•$?**?©?. ttaii cmsmmttlrn
have a rurKJ up in s«fci<*h niliicms aiw thrown tog«tl»r in w *
lipoma to title dtenfetH), tfar-arannft "Using nun* ft vfttefcloiiBttlpft to
Ik this indtaitriftl setting mobility «t*J diaoowtinuity of
xi-atfition aro vory proninent# tb«r family «s en inst i tut ion
las smaller i» stywetur# «ed !#«« of ft
influencft. Xt 1« w&t woodmen for a flwnily to r»»poiH5 to
©K|«XE4-x*&!*fc opportw&tar nr tqr .•RifTfttloc to t ««* £9«gVHlit«
cal t re*. This mobility and complexity of tD« nasoos hft*
caused ft -Belting pot of subcultures In whioh divers* beok-
gi?o«itfl®# value Rystmw, and t m m bm% t*wm ttamm together*
The lack of continuity of oodoro civil isat ion his •••»-
lugly mmmn ©unless personal ««6 social ppobl«am# tbm, in
this aj$e of tremendous growth, the only eertainty is e twinge.
It® mm troubled by the contrast ttisiP ffcllov » s and
theaaelves* and seem to suffer froa ft laek of identification
@Di anpftftagr fov others# With mof U l t U eontinuowft tsotfi*
tional tranafer from the p§st to the present Jt avid even less
hope for continuity of present tradition for the future, wan*®
despairing pursuit of a stable value system and hia desire
for a positive, goal-oriented way of life are frequently
thwarted.
Tim reault this modem way of life tea produced in many
people is ® symptom of despair which has hmn deeeribei *•
^existential anxiety". Again, Coleaan views exiatential
anxiety at a highly prominent conflict which modem mtm f m m *
However, mpii social change has also created seri-ous problems for man* It has played havoc with traditional mores and value patterna and with many Of oar assumption® concerning the waning of hurain existence. Despite modern man's fine automobiles, well-stocked refrigerator®, and other material pot-sessiona and comforts, the meaning of life seems to be evading him. In essence men are Buffering from 'exleteatial anxiety*—deep eoneem about find ins values which will enable them to live satisfying, fulfilling, M meaningful Uvea (6* p. im).
It is thia queationing of the uneoneoiotia aaauaptiona ef
values which confuses and alienates man from his orientations,
causing him to be more vulnerable to apeeifie threat#.* for
tin individual has no solid ground on which to meet theae
specific threats. The raault ia widespread anxiety of an
existential nature. Thia existential threat ia analogoue to
despair that has been common to men of all *&e»* even though
leas prominent* and was dramatically expressed by Biaiae
Pascal in the aeventeeutheentury.
Vhan X coneider tha brlaf apftn of ny life, awallowad up in ill# ttm before and behind It, tba »b»XX «f»®@ that I f i 11, or avan aaav «»guXf«d i» tha infinite of apaeaa whiah I tewwr not, trrf wbieh taw not I a» afraid and waoda* to m oyaelf hera r@ttw than there* for there la no reason why X should be hare rather than there, now ratter than than (16, p« 8 ) ,
Anxiety has oany faaea ana expreaeea itaelf variant ly
aooording to Individual differeneea. It affeota the things
ptople do* tha way thay behave* an# tew tha? gxtrfow* The
learning theorlate in the field of peyahology are no tod for
their reaeavah m the effects or aoxtnty m paittMMMMra*
They have done a large amount of investigation concerning the
effeata of anxiety on learning in eollege. Tba baste aasu»p~
tlon of tba learning theorists ©©iwaroifif anxiaty ta that it
aauaaa tension in tha organiatt aag tinst tba vaduatiaa of
tension la an important relnforeing factor in the process of
laarainf *
Huah of the mmmmb firm tha av** la ooneerned
*lth Hull's aonoapt of anxiety a* a drive in the learning
situation. In thla reapeot, tha Taylor Manifest Anxiaty Scale
la frequently utilised as a aeaaure of drive, and grav largely
out of axparUaantal peychologiste* eonoem for a weaaureisent
of &»ll*a D In bunan aubjecte aa related to learning altna-
tiona {36)# Taylor felt, within tha Hulllan fraaework, that
whan thera was a single habit tendency involved,tha higher-
drive subjects should be auparior to lover-drive subjeotsf
tha revavae ahould ba tmm wh»n reaponae tandaneiaa dlffarad
in strength and ata&ar
t;
Tha Taylor Jtentfsfst: Anxiety Scale hae b@#« uaed aa a mm®*
am of drive (anxiety) for rainy aturftaa involving learning (3,
k, 17, 24, 27). Sweat t a l l y , the T»yl©?> stall#® attempted to
lwntpalAt* D by the aelecfclon of subjects , rather than varying
antecedent conditions. The baale aaaumptlon was that a aub-
j aa t ' a ef fect ive D atrength was the di rect function of the
ecoree on the t ea t (41, 42). There have bean a number of
val id i ty aod reliability studies providing positive raaulta
tn support of tha oeale (3, 17, 18, 19, 87, 32, 38)# Alao,
there has baari aosie fntrnmm expressed ooneernlng tha theoreti-
ca l bttala from whlah the tes t eteated <20, 84)* Babtflg
s t a t ea , "Tha general tapwrssion one raaalvaa from reviewing
researeh raaulta la that tha relationahlp between tha Taylor
Mmif«at Anxiety Sea la and teaming l a , lit® extra •-nenaory
r<ereeptlon (ES5P), a deileate flower that bloom only in cer-
ta in envirowaenta* (4, p. 288).
Sana# neaearohera have found competition of stimuli in
learning taste® to ba a relevant variable Influencl ng perform-
ance. Spaoaa baa found that high and low anxiety aubjeeta
perforet d i f fe ren t ly In learning altuatlons spending upon
ttao extant to ttoiuti strong iweomrot x*nponM>9 ®re in eonpttl*
tlon with correct , appropriate reepooaee (40). A number of
studies hava dlaoover«e<J performance ab i l i ty so be depreaeed
under atorle ty-produeing oondltlona. Specific character is t ics
affected by high anxiety were narrowing of preferred behavior
(12), loaa of abatract ab i l i t y and f l e x i b i l i t y (2, 16, 31),
and repetitive pat tarns of responding lay high anxiety
subjeots (37).
Many investigatora thought it was important to differ*
entlate between task-related anxiety responses and general
anxiety responses not related to the task at hand. Handler
(25 j taade this differentiation. General anxiety res ponies
were neither eonneoted to the task at hand, nor facilitating
to performance. Other studies (10, 25# 36) found that highly
anxious subtests blaraed themselves more in failure situations
than did the eubjeets demonstrating a low level of anxiety.
Shi eoiwluaiott m ® that thia pattern was the result of a great-
er propensity of self-relevant responses in those with high
anxiety. People of lower anxiety seem to met self-threat
with stability and security, foeuaing aetlvity on increased
attention and effort, while the highly anxious seem to reaet
with self-oriented, personaliaed responses (26, 28).
fhe above implication could have signlfleant oonaequenees
affaetlttg edueatlonal aohieveiaant in the olassroom. Calvin
(5) coneluded that anxiety reduction in the teatlng situation
allowed more apontaneoua ©omenta m the part of the atudenta.
laya fS) found differential effeats in group situations as
will |f in individual testing altuationa when ego-involving
instruetions ware given* Also, it has been dissevered that
highly anxious subjects perform better when no reference is
made to grade report (25)# and that teat anxiety la eloaely
associated with anxiety in a variety of other situations (13) .
Another oonoluslon was that highly motivating instruct ions were
detrimental for high anxiety subjects while facilitating for
low anxiety subjects (3^), Knowledge of the above findings
©ould b© m asset to th© teacher in structuring th® classroom
situation to obtain an optimal level of achievement,
The majority of th® evidence in the literature was in
support of high anxiety as a depressor of or decrement to
learning and performance, and of a low level of anxiety as
facilitating to th® individual in learning situations. This
preponderance of findings of anxiety as a depressor in learn-
ing situations was consistent with th® Hullian concept that
total response potential is related to drive or anxiety.
Uhese findings could reasonably be followed up by a prediction
that subject® Manifesting high anxiety would make more in-
correct responses during the learning experience than low
anxiety subjects.
It was the position of this study that the Hulllan theo-
retical concept of anxiety a® a drive is Inappropriate in
relation to an understanding of the effect® of anxiety on the
complexities of college performance. Also, it was felt
that the Saylor Manifest Anxiety Scale has face validity for
a considerably broader concept of anxiety than that proposed
by Hull. In response to Hull's findings, Jackson concluded
tfcKt "Manifestation of anxiety is multidimensional rather
than unitary and may even represent uncorrected dimensions"
(19* p. 22). The present study also viewed performance In
8
the college setting as differing from aost of the related
variables presented In the literature to which anxiety m u
connected* ltof©raan@e in college Is ®0f« than laming
defined m a production of associations, vote mmvw or ful-
fillment of various narrowly defined tasks. It talces place
under a broader and now complex setting titan Just a number
of alternatives, competing stimulii or testing situations.
In response to the above view another theoretical ©on-
cept of anxiety, more conclusive and wore relevant to
performance in the diverse and complex college setting# was
pursued. It thought that the concept of anxiety as a
drive should be maintained. larl Baughaan provides what
mms a logical rationale for such a course,
When anxiety is considered as a response, the analyst*# primary objective is usually to determine what factors am inducing it, or hew it a m be re-duced, or how the amount of it can be assessed• fiutt when anxiety is considered as a stimulus (it is customarily referred to as a ^drlv®11) the psy-chologist's interest is usually in how anxiety affects some designated performance . , • Sinee our interests are chiefly in how anxiety, when aroused# affects subsequent performance, then m will think of it in stimulus (or drive) terms , „ . il» p. *35)•
Colemti stated a general definition of anxiety representa-
tive of psychoanalytic theory* "Although closely related to
fe&r* anxiety is a subjective naming of throat in whioh the
specific nature of the danger is not known* (6, p. 93). In
the realm of anxiety, aa in many other areas of human behavior,
Slgmund Freud contributed very important insights upon which
m m h of payafeoftnalytta ttiao*? *•* baoa %ftaa6+ Froud, in hi»
fl«fl f M M l t t t M i in t M * «9Q»14if«< aoxioty aa * physiologi-
cal fftftatta* to tt* ftnaataatioik «f itrnl avfiMK, an# tt»t It
m& mmml ialttMttMi vtefcati p*o4uaod Wm aoxual frutMti#a» ffm fpcMum of Aaxtoty* a book fey ftoaafl puMlatattf in *933#
At that tint im M f t that ttia
tmtapaviit of notwotit 4 ® i w m m m » m attow^t to ##f» with
• w t # % » It «*• in valation to this laalght that ho oooeludo*
i l l iniitr *•• ill* the algaal of i§itg«r I M within; jygt m
imw *aa * itpil to attaok or « m p » » aaxloty mm « algaal of
taftfjliu W® oatafe&tatia* to tits «ot|cf*#tf« tfcat amrloty «*a
atettif to f»ar, a vm*%Um to tmknovm itagar* Ytiio timtpito
tmm® tint fowittion im mam mm®% nawtr on aaxittf, That im-
fniiata % m Orlvoa f*a« within a paraoa ©fit® tfcvaatoii M s
to MM. fallowm lis fcatoa* a ganavtlly aoaopto* thaala*
Xa m « n t yoara «ont*lbutlo«» fcavt boon M if oaltawally
ariUmto* aaalyata. Moat of thaao aaalyata havo boon in <*laasw»
awtxt witt* Vfeaai m to tn® natwo of tua tuvaat fro® within
i W p m i m m anxloty, Jp«t#s$ tbay folt that tstm threat
mm pvotiaaatf W mttmmt jwaaawoa, Sullivan (*3) fool* that
tim wm$ im approval trm atgniflaasit adult* 1# tt* fmtm utitoii ftvat oxpoaaa tht ehtld to aaxloty aa teles a atato of
41aooofort f w « aiaaptvoval. voir «avly la U f a tba otoltd la
and tba aolf ia fo*a*4 in aa offort to
avow thli fooling# Wmm (*3J «ooa t)ta oa?ly pattern of
•»il#% craning of tba aaofllat featMaaa tit m # d to m
id
eloae and the nstd for independence* Horner ($3) »t*eMet
ftatttmtixtg eituetioita that mu® tut ehiid f#ei itoatiie. *i»e
eMJ4 generalitea Jtan theee experience# to £ti§ envlronnant
Whleh Is then IMH aa a hoetile world sin# tfcia in turn eauaea
l»ia to feel help lew.
Preud*e rtret theory held that amiety **» baeieally a
M S P M to frustrated aexual life, that ft *M the result
rather than * M U M of difficulties. In hie second theory
F«wk3 viewed amiety ®s both ft response to a dunttv from with-
its and a ®tgwl {stisulus or drive) to 40 sons thing to evert
OP avoid the tongmnm condition. fhl® lattep concept vietm
anxiety as having the properties of « drlv®. When the ego
pereeivee danger till* perception mmrnm MM* mmwm of
awiety relative to the threat, sua then «tmp» tateen to
re#tsoe the threat* Proud distinguished three kinds of anxiety*
He stated* "Objective anxiety (also called real OP ln»
mmtety) depends upon real «? anticipated danger whose sourco
lies in tht external world * « » neurotic anxiety la in regard
to an ar.knovm danger . , , Moral awilety is aroused by a per*
©option of danger from the eonaeienoe (super-ego)* (15, p, $93),
Frewl described objective anxiety aa being arouaed by a
true or real threat fro» the external environment; this wsa
referred t© as ft drive • suggested that the other two
kinds of drive t neurotic and moral anxiety* are not awuset
by real OP trua threeta from the external cnvlrotnent. M a
could reasonably lead on® to conjecture that response® « #
11
to ®«i otojoctlve drive would be- wore productive than r«tp©is»#s;
mad® to a drive tbat was not object ive, such ta jampot i« op
moral anxiety*
I t wat to® ptippes# of the present study to invest igate
the re la t ionship between drive lev#! and the college learning
si tuation* The proposals of t h i s study were raade in response
to the absence of re starch in th i s area and on the basis of
the following assumptions: performance 1b oolle.^e ma t»
r e l i ab ly mssumred by grade ps la t i f i w p , ( a) the Taylor
Manifest tajei#ty Seals i s a valid and re l i ab le measure of
oanifaat «axlaty f (3) manifest anxiety Is at) index of drive
Iff®!# (1 ) college entrance examinations sure ixidioatit* of
lev®! ©f ab i l i ty* and (5) objective anxiety ««a be distinguished
f i w anxiety tha t i s subjective In natter*.
I t was the posi t ion of t h i s stwdy that subjects bavins a
d«g*e« @f anxiety r e l a t i v e to th*la» a b i l i t y were r e a l i s t 1*
ea l ly appraising themselves, and that t h e i r anxiety wig ob-
ject ive to nature# I t was also thought that subjects having
a disproportioaate degree of anxiety r e l a t i ve to tbe i r a b i l i t y
level w r » ux i^a l l s t l o s l l y appraising themselves* sad th*t
t h e i r anxiety was subjective to satiar«# In view of the above
assumptions as premise and In l i gh t of the implications of
Jft»*ud»* theore t ica l c l a s s i f i c a t i on of objective anxiety as
possibly a posi t ive dr ive , the following hypotheses were
proposed,
1» Subjects in the high a b i l i t y level with a low decree
12
of dr ive (anxie ty) w i l l possess a h igher grade poin t average
than s u b j e c t s of the seme a b i l i t y l e v e l whose dr ive (anxie ty)
la o ther than low.
Z* Subjec ts in t h e medium a b i l i t y l e v e l with a medium
degree of d r ive (anxie ty) w i l l possess a h igher grade poin t
average than aub jeo t s of the sane a b i l i t y l e v e l whose d r ive
(anxie ty) i s o ther than medium.
3# Subject* in the low a b i l i t y l e v e l with a high degree
of dr ive (anxie ty) w i l l possess a h igher grade point average
than aub jee ta of the aarn a b i l i t y l eve l whose dr ive (anxie ty)
l a o the r than high*
Sin©® the subject® were matched on va r i ab l e s of &g®,
educa t iona l leve l* and a b i l i t y , which were considered t o be
r e l e v a n t to sti«e®a l a the col lege s e t t i n g , these hypotheses
are cons i s t en t with F reud ' s eonaept of ob jec t ive anx ie ty a at
being arouaed toy r e a l environmental p r o p e r t i e s and as a at kau«
lua (dr ive) f o r product ive response in the reduc t ion of t he
t h r e a t .
cmmm mmzmmfm
1 . atughoan, X a r l S* and Oeo*®e 5 . Welals, Fegeoffilitsr* 4 Bafanvipgal Science. Hew Jersey, Zm*0
1m. 2. Baler* traeat (tenter* *The Wttmt of Induced Anxiety ©a
Flexibility of Intelleetoal Fnaetioniiig/ SmMtoBl* oal tianaggasha. IXV (1951). 65-
3. Beixilg* A* W#» *?n» I&velopaenfc of a Short VHm of ttm r mnUrnt Anxiety Scale,* g t ggMIIfittfe lET ohology. XX (1956)* 38*.
*• •"* etaarlea J . Vfcagfcan* *)*alfeet Awltty, Mieriisination, and T w w r t e t i o n * * Ai62ESilB ^TOtiL at <*957>* 286-288.
5. Cfclvin. Alvln C», P, a* IMmlfM* lirf Ifcurloe W. Sullivan, *A fwrttier Investigation m tfeo MltiloiiDitp between Anxiety and Classroom Examination larfmmmmm,11 _ Jomraa i fit »fliio*tlonal Pathology. XLVXXX (1957)* 2*0-8*1.
6, coieman, jraaea c„ mmmil, f»,ai|ffilgg iM. istea Mlt» Seott* Vmnnmni and Company, 1963.
?• &ivt4i« Anktonr and Cbarlee Krlkaen* "Hit Halation of SJpyfti feat fl£Xi4 ty to Association Production and Intel-lectual AttatiHatfit,*1 Journal g£ Gmmmlttm Psychology. XIX l l $mh 219*882.
8» Say**, »•* B. JUraeimer* and 0# Handler* "Ttie I f f ee t of
9. Beete* J., R« s. lAsame* *®$ J, Malam* "Anxiety, Anxlety«B®«»etion* and Strata in tmmtm* Jo^nal Ixnenaaantal Pathology. XLVL (1953) , 55-00.
10. 0«r t i | J . and 8. B# Saraaon* "fast Anxiety and Blaaa AMigMMt in a Failure situation** Journal of. Abnorssal anflloelal Pathology. L (1955), 335F338.
11* Farber 1. 1. and K. V. Sptnea, "Conplti; Learning an# Conditioning as a Function of Anxiety**1 Jamwal g£ larseglaental Mmlmtomr* LV (195*1* ilo-ISB.
13
IH
12. Goldstein, &•, Jfeft. Qrmwm# New York, tetrtoan Book Coapouy, 1939.
13. 0©r*«n, 1* *. «»d 8. a. S«m#©ii, "Tb» H«Utiot*htp between Te»t AnxUty and Otter An*ietlee," Journal §£ ferBomlfter. H i l l (1955)* 3*T-3S3.
1*. a r a i m * i n n i # i*.* n&a&booie sL p mm Jersey, Adams and Company, 1~
15. Hilgard, Ernest B*# J t e M s £ Mfggiaib 8®w «w** AppX#ton-«&nt*ry-Cr»fta# Zoo • , i P i
16* Hooh, Divl H. iua6 JtoMpIi Ziibin, Anxiety» tew York, Pointing, 1936,
IT. Holtw*n, W* tt», A, D. Calvin, and M, K. Btttanoan, *K»w a Bvldewoo for tine Validity of **ytor«a Manifest Anxtoty
18* Hoyt. Donald P« mud Thomaa K. ite*o®«# •* X Study of the Taylor Manifaat Anxiot
iC c l t e t o f l * (Ootoi>er, 19#, Jackson, 2). H. and »• Bla
20» Joaaor, H* tod K, R, Baasond, "Conatruct validity «nd ^ the Taylor tfenffest Awfftty S e a l a / ftisailtlliil,
Bulletin. LXV (1957)# 161-1TD.
21* Korohin. I* J . and 8, I i t I m , *Aaxi«ty axtd Varbal l i i n i -
@2* Ltpaan, Ronald 8» and Bolver C, O r i f f l t h . "Effect of Anxlaty Laval on Concapt Formation* A Taat of Drlva f j i o r r i * Aaa»laai> Journal of Haiital OssfieleiKty, L3CY Uf&O# 3*2" 5*7 •
23* lAieftft
f t * Ipkloait* D, T. , "A Stuay of Anxlaty in tb» Soelopathla » Barsoiiaiity,* Journal of. Abnorta&l and Social Psychology. 1 XV (1957)* o*10«
15
85, mttilav, Otoef «*» Saiwien B. S»y»our, *A Stady of _ g a g
04. Tfednlok. S. A#, *aet»rall*ati«n «« * Punctton of Mini-f#«t Anxiety ana Adaptation to Psyclwrtogiaal
st fi—Wiw FWtfwUB* »«
rr» Itofttacat* Xm«t X.» "Sl» Hoi# of Ansel* ty 4® tet«l lot# J7* a£ Saocumilftl x»r * (1955)# tS- *lchol»on, W. Km ***» Influonoo of A«*l«ty upon learning,*
J H at XXVI (1958). 30J-319. m* S, F„ «Xnt»llfte«i*tl m^trnmwm m a Fwnetlon of
ft* typwof f»y«iwl«Sieftl Stjwwwi &8BMl,a£ jteyeholoflnr. IBfH {19©!') „ 115-lfX•
50« Fltknl Bvat* *.# "n* DirforontUl °Ltlte®£f**5,
Aacfertar m fe*t fmfoiemtmJ Jsmmk fit jfMBtlfl ftwrtalwHr. XL3K (1998)* *3-*6.
*• 3 t w " '
f • " " B S i & S i ' t f . gavflh logy,. XXI
« , . . l%® Sff#«% of toxtats »»# fms KM« —oi ikilwm m mmrnt tmmm** immk iI iMtillli
xx? imn, 3Q3»m* 3«# , . *3tt*Q% of Anarloty, mttrntmml
imtrmtiorm, •»# utittw ©» tiaaaan. of g«g&»tol mw&it&lMW.* m (1996)* 253-«€0#
35# mm *• o* p*iou, *Th» Houttow&ip of : ' Teat ane demral Awttty, Difficulty o* tg«te# ^
Sgptrtamtftl & ®*Z»4m»ntml Vmmmimm tM (19*0), 185-191.
36« dftaMon* fityaoup B* m& Q. ituillor, Jffnot of ©tf-ftrtatui Infraction® ©a An*j#ty X4*w»*»«** |gj£g|k st ^msmk am gaflUA ttaaftftteau *&™ U95t»,
16
37. Silverman, XL E. and B. Blita, "Learning and Two Kinds of Anxiety," Journal of Abnorsaal §M. Sfi&UL LII (1956), 301-303.
38. Sinick, D,, "Two Anxiety' Seales Cow©la ted and Examined 7 for Sen Difference#,* Journal of Cj|p,|ffil 7 XII (1956), 39*-393". 39. SpenGft* K. W#, John Iteylor, and Hkoda Ketchel, ^Anxiety
Level and Degree of Competition in Faired-Associate learning,n o£ L*I (1956), 306-310.
40. faylor, Janet A., wBri?e Theory and Manifest Anxiety," Faycfrologtaft.l m M m * UC1I (1956), 303-320.
41 # • * "A Personality Soale of Manifest Anxiety.w feroti Q& fammx t a i IssMl XLVIII Il953 h 285-290.
^2. and Jean P. Chapman, "Anxiety and the Learning of £airea Associate®,* American Journal of Psychology. LXVIII {1955)0 671-679.
113. Thompson, Clara, ^ctfeaptegM* jttflL teftteg* ment. Hew York, Hermitage House, Ine., 1950*
CHAPTER 11
METHOD
I j Subjects : I
Subjjacts for thia study were 105 wale and fmml® freshman
studentsIat North Texas Stat® University. All Ss were en-
roll® d lis sections of a freshman elective education sours® in !
general psyohology for teachers, The age range of Ss was
eighteen to t»®nty«-tirQ years, The original subjtet group oon-
sifted o;f .181 freshraen# including both sale and festal® j ?6
persons were eliminated from the original population during
the oat^hing proeedureu
fh® Ss were matched for eduestional development level
(or performance ability), using as the principal measur® for
$7 Ss the Aaerlcan Galium testing program (ACT), For eighteen
Sfl the College fin trance Sxawlnatlon Board results were trans-
postd into ACT equivalency scores* using a table of norms
provided by the Registrar1 s Office of Horth Texas State ttatwraltf.
Instruments
ffhe ACT teats ar© an outgrowth of th@ l o w feat a of
Igdue&t.ional Qevelo patent* developed in Iowa in 19^.2. The 1TED
norms were standardised nationally in 195? with 1^9,000 high
•ehool students from 366 schools. In 1959 tb# ITB:D was adopted
for use in the An®rlean Colleger Testing program (1, pp. 7~10)•
IT
18
fhe basics test battery consists cf four tests) English,
mathematics, social studies, and natural sciences* Each test
average® k$ Pirates in length (1, p. 5)* "The A0T tests place
primary emphasis on what the student cans do with what he has
learned, rather than with what he has learned In the sense of
specified deucrlptlve Information* {1, p» S}» The test ws#
designed as a power performance test, and liberal time elements
were allocated#
The Taylor Manifest Anxiety Soale (Ij.) was the major aieasnr-
lag instrument used In this atudy, The TMA3 was originally
developed by Taylor (3) for us© in a study of eyelid condition-
ing. The TM&S was derived from approximately 200 items from the
Minnesota Multiphaslo Fersoaaality Inventory* Sixty-five items
were selected by fits clinicians as being indicative or sympto-
matic of manifest anxiety* There was eighty per cent or better
agreement among the clinicians on the 65 items* Ths number of
items was then reduced to fifty, The remaining items showed
a higher correlation with the tic tel anxiety scores In the
original group tested (I4., p» 20?)» The test in its present
form was administered to 1,971 students at the State Uni-
versity of Iowa during five successive semesters in order
to obtain normative data. The test-retest coefficient after
a three-week period was found to be #89» after a five-month
period .82# a»$ after a nine to seventeen-month period .81,
So systematic change in means or in distributions for the
three testing periods was found
19
Tb« TMA3 consists of fifty true-false statements, and
the Ss were told to answer those questions false which did
not apply to them and to answer those questions true which
they felt accurately described thai, ffe© W A S for this study
was administered as a biographical inventory. The first page
contained question* to elicit biographical data In an effort
to fulfill the title as a Islogrsphieal Inventory." The n@3£t
three pages were composed of the TKAS.
Brocedure
Prior to the admin istratio'n. of the fMAS and biographical
data sheets, the following Instruct ions were read to the Ss
by each classroom instructor.
X would like for you to fill out this very important infomatIon about yourself for me* X will explain the purpose after you have finished# It will be to your advantage to fill out the information truthfully and accurately.
On the first page you will find questions concerning your background* Fill in all the blanks and print clearly* the last three pages contain fifty true-falsa statement®. If the statement describes you mora than it does not describe you, cross through the T. If the statement does not describe you in any respect, cross through the F* Blease answer every question*,
Are there any questions concerning the mechanics of filling In the lnforrnationf Begin.
Grade point averages were considered to be indications
of performance in college. Q-rad® point averages and ACT and
GESB equivalency scores were acquired from the Registrar's
Office at Horth Texas State University, Tbeae scores were
20
based on the student®* first semester1!# work in college.
The 3® In this study were matched on the basis of per-
formance ability (ACT and CkfsB equivalency scores) and
categorized on tfce basis of drive (anxiety) level# A t teat
was conputed for each of the three ability groups to deter-
mine if the difference in mean grade point average of the
two categories of drive (anxiety) level for each ability
group was significant*
The 35 3« matched for low ability were within the ACT
and G£t&B equivalency acore range of l+ij. through &7» The cate-
gorised levels of drive (anxiety) within the low ability
group, as determined by scores on the TKA3, were Low » 2-18,
and High * 19-3b.
The 35 && matched for me d i m ability were within the
ACT and 0ESB equivalenoy aeore range of 68 through The
categorissed level# of drive (anxiety) within the maditap®
ability grotxpt a a determined by scores on the were
Medium w 10-22, Low « 5-9» and Sigh * 2fy-33»
The 35 Sa matched for high ability were within the ACT
and C&SB equivalency score range of 80 through llS* The oata*
gorised level® of drive (anxiety) within the high ability
group* as determined by scores on the TIAS, v«a Low *> 3-lt|.#
and High =* 15"*3^*
fbe concept of objective anxiety aa defined by the
operations in this study is a apecifled relatlonahip between
one particular category of drive (anxiety) level with in each
21
abil i ty grouping tnd tlwt ability group. Such smvtvtmmm
Ability groap contained 35 S«. **» wtngw f » a*** groape
w@«i arbitrarily assignor twt w®r© w l «Q»1 in re®poet to
ianMMNmg* 'im tort* oattgort**# f r i t# (atixl#ty)
MmlM fm mm pmrtmmm® ability group mm a f t* 1 uttftwr
in ranga 41»tM*«s nor in nunfear sf Si* High, unfit®*# and t m
*biu*y mm not, tharafora, intarahaiigatbia for
parforoanaa ability grouping#. Alao, high* aadiitt, «»® l w
tfriva (anxiaty) laval operations for aaeb of tba ttoeaa par-
fornanea ability group# want not IntambangimM® „ A separat®
1 t a a t a«ttpufc*ti«ii i*» tto* t»taa«ll*Mi for mmh parfonaaitea
ability group*
emmm Mmummmm
#
AST* Tto* American Cnl1er& Testing Fw>gr»*n, fteetety^l B© ' mmmwmimK
L SjmMpfprj i. lUrXW# m$W m
w t . 1960-19*1, Cbtoftf»# X n i t w U , Selene© Kieoetat®®* I n s . , l<*t*>.
tt;0ui^an» P. j . wmm
<*50. w v « y # Pr»srtio«<
3. Taylor , Jfenet *Tha R®l *U«whlp of A n x t * ^ to ths C M t t l o n t d % » l t i ftefpoas**" Jamwal $ f
(1951), 8 l ~ 8 e * ^ ^ ^
•4 florsonality 3oal« of fttnlfteftt ..1 8£ afta &3js^&l ~
f jf ~tJI90 * a m i fx
22
WWII TTT
RESULTS
®smm w#ra m s l g n i f l n a n t d i f favanaaa batttaas tha mm® grada point averages of groupa whosa dr ive (anxla ty) l a v a l
•w* o b j a a t l v a , a s daf lned by tha TWkS i n ooab l u s t ion with
l a v a l of a b i l i t y « • aeasurod by fch© ACT and equlvalaiiay mknm
from tba CEBB, m4 groups wbose d r ive (anxie ty) l a v a l ms
vtkmv *taan o b j a a t i v a . f i » data o b t a i n s from tfcU atwdy a w
Presented In the fol lowing two t a b l a a .
©IMS I
mm mrnrn mim mtrnms mm m* mmm
ftMiity Anxiaty Lavala i.fean Grade Point
&¥«ra®t»
la* Sigh 1.056 Low Low .959
Madtutt 1.S19 m i m Um and High 1.168 High Z«ar 1.1155 High High 1.398
km of the mmm of a l l groups mvmlM differ-
f » grad# poin t avaragaa f o r t l d i * groups wttoaa d r lva
(anxla ty) l ava la \mv* ob^aativa aa da f l aad by ttia opavattooa
23
24
of this atudy# it Is apparent that these groups, as Indicated
by mean grade point averages, performed at a higher level than
did the groups whose drive (anxiety) level was not objective.
The following'table represents an analysis of the significance
of these results.
TABLE II
COMPARISON OF DIFFERENCES IN MEAN GRADE POINT
AVERAGES FOR ALL GROUPS
Ability ©roups Anxiety Levels n df t
Low LOW
High Low
18 IT 33 *068
Medium Medium
Medium Low and High
18 17 33 .031
High High
Low High
18 IT 33 *080
The above table reveal® that the difference® in mean
grade point averages were not significant at the .05 level4
Therefor## the hypotheses stating that the groups whose drive
levels were objective would have significantly higher mean
grade point average® than the groups whose drive (anxiety 5
levels were other than objective were not supported. It
should be recognized that these results were obtained from a
sample that was restricted in number and was not necessarily
95
®«ii* 'Sams stata Univwraity total
•xjpul tion. gmaftUMtttana a*@
ttoa afcova xaaulta*
Hit mmlM mt tfet* « N y MUota t i*t *u» feaudtaa
MffavwHatl ao®aa*i of objaottva i n x i * ^ n» avtrtttoMHr
M l a M % tn# 3NI& ptaffomiia# *«# ontotoa* AC* parftraaaaa
Hwtl^ ia of a isatwe unralfttai t® tfta aoopiax fatting whlah
tba North t w » stata tmmm® fl is yaaponaiva.
H m '«m m ataitaa to taut ittavatura tawa#ttgittMi objecti Gr
tfttiMrtv- i tmftly* ®swirf«?* mm vaatiMa of this $Mgr *»» aoa-
•&M*ftr wMfe atuM#* t«v«iitt®Rtlisg mnitmt anxiaty in tha
SKattSaa eon text. ^ « i w l la tUt HtaMttava iM0U*M that
aaftltfcffc mmM& i s n imevm*tato* ill iMamta* ftttaftttam In-
volving Mitt? CfefttHNM* thought pvmmm®. Q* M M in the
college ftfvtimiaft* Hat iMpl* opportunity to otigage In
MMivfjor to tins txtinl tfeftt tbta Mttvtar
into ttat total ffttfcam of i^jwtiwwt #^v irif^irttiir^^ ffflr: jflfc ' & ' S lift i # f f g M 8 l f %
3rl pPVlPWw<* H MPPW TO®|WWy Wm iWWlf iPi^^w naiM«*y i f tha tttoary i s ta fet faint## to ttwi aoU*a*
af tapaiMMtt*
Angina? f«f*lMLitsr in aKplarliii stttaMrt* for tha flat*
IrH af th&a »tttt? ia that tha Fraudlaa mmmw& ahjaativa
mmtMtp %m a ©oa^tii®s»iv# asi wltaafela ttoaavr of felva
(mmtMtoy) Xa*f& i s raSattaii to tha aooplaai aoii^pi ••Hron**
8*nt« Aaaaritaai to this aagaapt Mi qqaHtatftv* i s l e t s of
tha poptiaticm «i4 tha §aM**Uaa4 Mitnra of tha tWIS w tha
26
applicability of the ACT as a related measure would become
inspect, The population was Oompo®@d of & limited rmrabtr of
Ss* The sample from all outward appearances seemed homoge-
neous# Even though the Ss were matched on variables con-
sidered to b# relevant, the possibility of a eonslatent,
uncontrolled variable specific to the nature of this saispl®
could have contaminated the findings.
The ACT measure is becoming a most prominent battery
a# a college entrance examination. Though a prospective col-
lege student1a good performance Is a requisite In fulfilling
requirements for admission* the pressure to do well could be
highly anxlety^provolsimg, If a Ss* performance on the AOT
«as depressed or facilitated by his level of anxiety# the
ACT would be biased as a measure for matching the S in ref-
lation to perfpm&nee ability and anxiety, since one could
have originally contaminated the other*
The findings of this study in regard to objective
anxiety as a positive drive In the college learning situation
were inconclusive*
CHAPTER I f
s w t w , mtcmsmm# and Rmommmmtmrn
Byamtf
Within F i l t4 i»R thooxy objoot ivo a w t a t y opor»t*» • • *
p o s i t i v e 4 r t w ( • « * ! • t y )
PMqpnMtiUMU Thio t immmfa m& i n i t i a t e * fc® inve*tl*»*o
o b j M t i v c mmimtw i n m M t t m t o gvMtovasat* t a the m l l ® m
®mtmmmn%* Objootivo t w l i f e y m& dtofinod m mvfwmme
on tim 2M&S smhtm® with putwmwm lovol m the Wf ana
CI®- egulvalancy m©m@* Col lofo f**f<wwa»ea wm mmnnmI to
<1 i**$ioat«<J W i « g » ® of §mmm i n f*wl« poin t *mwml»t%m
tm %®m f i r o t mw&mmw i s oo l iaga i t H©i?fct* Hmmi S t t t t
i toiverot ty*
The S» used i n t h i s »tra#r were 105 ®alo ««# f i M t t i c o l -
lage freshmen s e l e c t e d t w m a beginning eourro 10 oawoafcioiu
A l l S» mm iwmlm® i n t t » l r 000011$ oonootor of c o l l e t ^
M i cho ago gang* mm eightoon t o t w e t j r t ^ y e a r s , S i s f i g
ob t he ACt ai«S ©qiiivalewsy m®m& twm1 tta* M B w n t ua«4 t o
a a t o h 8* tn low, rawHura, «ntf high a b i l i t y ®s*o«p#* ttia M S
wt© a M & i * t * * 0 6 t o «aoh S i n f e r t t * t i t i o of Biogi^.phioal
Inventory i n o r t f w t o M m ! tho tKtvwo of tbo a«alo« So
mm Warn tfivlM i n t o aax io ty oa tagor iaa f o r oa th a b i l i t y
M * Nmii mm#* po in t m*m%w mm &®%®4 tor the
27
28
anxiety categories of each of the three ability gp&ims for
the first semester of college work of the S«• Gombimtloa®
of ability groups a.zsd anxiety categories, discriminating ob-
jective anxiety from anxiety other than objective* were
higb ability and low anxiety, medium ability and medium
anxiety, and low ability and high anxiety.
Since the rang#! of the ability groups were arbitrary
and the masher of 8a In the anxiety categories was only
approximately equal# the groups were not interchangeable• A
separate t test was computed for each of the three ability
groups to test the differences between mean grade point afsi-
ages for the Ss to the objective anxiety category and the 3s
In the subjective anxiety category, No significant <31 ff**eao«t
were found in mean grade point average# between anxiety eat#-
gorlm for any of the three ability groups.
In discussing the findings of this study several possible
explanations were explored* On# consideration was that the
Freudian eoneept of objective anxiety was not theoretically
comprehensive enough for application to the complex college
environment. The qualitative aspects of the population, the
nature of the TMAS, and possible confounding effects in r«-»
lation to the ACT measure were also discussed# Th* la-
conclusiveness of the evidence from this study in support of
objective anxiety as a positive drive in college performance
was recognized.
39
Conolufiioao
flit® *t«dy found ofcjactlva aimlaty to ba uwralatad to
ooXlaip parfornanca* Tba Gaflaai* qual i ty of <Srlv* (anxtaty)
lovale dl<J not mme s ignif icant differences i» raeaa gniff
point a w r a g t i bataean objective <Jrtva (anxiety) levels and
drive {mwtttjr) Xavals other than objactlva* I t *o«X<f saam
tha t ofejaatlva to fflttltlllsKnatoaAl and latagratad
Into the totaX parsoaellty awl bahavior of tha paraon or
otwfent. Ob^aotlva enxtetjr la not » pacific t o quantif icat ion
in m& aartalii aituatlcm*
Rtaoowrndatton*
Wm atatua of the thaory aliouM f l r a t te examined trtsan
msfclng reoos®ai«latione fo r fur thar rasaaroli la th i s area.
I t la poaatbla that tba Freudian tomeapt of objaetlva arlv®
( w o t t t y ) M m l m * poaitiva Motivator in raiatlonahlp to
m t M 0 t ptrfoxtaaaoa la lnaoourata or not appXlaabla. On the
o t t e r biodr If I t la appXlaabla a«4l eooursto, tha following
5pte«»awi®t4©« *pa offered tm fa r ther m&mmh entieevora*
In Additional raeaaroti eeuld ssak© ttte of a bom r e l e -
vant wtmwm of fsanifeet anxiety* Tm fKftS grow out of the
eoneam of experimental psychologists for a measurement of
Ifull*a D in istasan avibjeeta as related to Inarming situation®.
Consequently, tha M S night b* measuring factore which a m
not direct ly related to objective faotora not d i rec t ly r e -
lated to ob^eetlve drive (anxiety) XeveX.
30
2 * A d d i t i o n a l e a u l i a c q u i r e a n a b l l l t * / m**vep* not abtaiiwd In «a aaxiety-provoking settlog* T&t ACt to
m ^ m n t l y w»4 ss an • a t o m * •xwaination to collage. If
tb0 perf©paa»e«f abi l i ty ueiuswra Is to be ua$a to» a*fe*bla§
*im3 il lustrating tfriv* (anxiety), tban an «ffor t
stmM t» nacie not to ®mmtm muf&rnmm I t
would fe® aiviaeble to &a»lnist®2? th» AC* concurrently with
tto &»!#% mmm®. S# Addition*! c«a«ftr*h «ould wtlli*# Urg*r and now
vepawoentatlv* ©ma|»l©E. This would f io l l l t a t e gtimmlis&ticm
of f l a t logs and ffrovitf# tfa» opportunity to Investigate the ob-
jective drive (anxl«ty) oenoept more throughly.
apismdce
31
32
BIOGHAFHICAL UmiQr
•(OSI'j DBGRnGiT
jum$
cMmmmTXMi «, ragsmms t». SOPHGMB «» JUUXOH a. smion k m r isr m m AcctttnurasD m m n n m wis mm' mm m female mHft. wpiPi^ip TWm-mjL
•*mmm
-rfi if iMHiMiTii i||l>iilf*l
HINOR omasum w heawh. «. aoco u. maim «, pair «. j»d
m u t t s km i m i x imb aw mmwmm
•*! j3
Btoomwickx, twmmmx
* F X. I <Io not t i re quickly*
f P 8* 1 aa t*oi*b2*4 by attaaka of wmaaa.
* P 3. X ballavt I am no w»@ ntnroiM tfcftft a»it aihmm*
T P 4. I hav« very few headaches.
f F 5. I mewfe m$ev it s n i t goal of tension.
f P 6* I oauwit feeQP ratud on on© thing*
T F T* X mmw ov»p mmw M buaiiiMHu
T P 8. I frequently notle# wy Hani 8hafe»e «fe®n I try to
io something.
f F % I blmu m mm oft** than oth»i»s.
f P 10* I feivo tflMnrtn* on®# a raonth sior®.
f f u . 1 wmtf <ptt® & bi t ovo* poaalbla misfortunes.
f P it* 1 pgractiomlly mmw blueh.
* P 13* X m, oftan ftfrtl* that 1 a* solng to bluah.
* P XH. I l»v» nlghtm®#® avary few ntghta.
t F 15* % hawts aim feot are usually warn enough.
T F 16* I sweat v#*«y aaaiiy mm m @®o 1 #ay®.
T P If* Sometimes whon «rt»jpw®s«i# I bx<®ali out in a
aweat uhlan annoy® m gyoatly*
f f 18. X hardly notleo ay haart pemMliftft at»i X m
aalftom « M of taMth*
f p 19. X fool hungry almost a l l of th» ttm»*
f P 80* X m *a*y a#li«a fct*o«bio$ by aonatlpatlon*
f F 21. X havt a gvaat deal of atoaaah trouble,
3*
* ¥ 22. X have had pij*4®#« If* whioh I tost «l*tp mm mam*
f 9 «S# % nt#tp m f i t f u l $®»
f F X 6tmm frequently about thln«» « * t t i t M t t*p6
to wpalf *
f F S5* X m aaslly ftftaMWNM**
f f SO* I as mm mmtttm th#» iw»t ott»* pooplo.
f f •if* x fftfwwBti? «»a apMir wmwftm *****
f » i wtih x eotO* %t «wi taftppp m otter* mm to te«
* P if# I am utmslly «*3« MS$ not t f t t l ly upa»t«
f F 30* 1 «*y tMify*
f f 3l» 1 fML afemit ammthtm w W M I » tHawst
a l l tltf Mw. H wPfr'iW "It iip
f F 3®. I am I » W tn« tiaw*
f F a . M mm® m mmmm t@ mm to nan#
T f p * I ha%'0 pavlaia of aweii gwwat wwtMssiitai that 1
cannot » t t ions in • afcair*
* F 35. Some unto I teoona m imIIM that 1 fin* t t tua?#
t o ga t to »2««I>*
f f 3S# X bav* aenatfaaa f i l l that tftffttttHM mm piling
up m high that x *e»3* m% fctsts*
f F 3T* X mist a<fe*it that X hav# at t tnaa « w t e « bayoi**
reason ova* aonatfeiag tbat I t i not natta*#
f F 3S* X have vtyjf few f«a*» ®«ajwpe« to sagr f r l an la .
f ? 39« X, aw* t»#i» «f*at0 of tutu®® m mmi® that x mm$
«ou!4 not Iwrfc no*
35
T * *0. 1 ••rtalnly fool itsoloo* at tiw@* ? P X fin# I t iMrt to taMtp wjf mind on a task op Job* * F X am unusually *
T F ^3# I w lnellittd to t&lm things bar**
f F I m m Mgli~st:i?ui**g papson.
f f * * • MSm U « etrain for a® wmh of tfca tta»« f F #6* i t t ime X think t m no good at a l l .
f f * n 1 m osptalnly ladcing in aalf-conflda!** « * F 48* 2 aoaatlsaa fool that 1 m about to go to pfOOM
f F X shrink f n n ffcslng ft t r ia ls OP difficulty.
f F 50. I mm mttmty »oif-confldoot.
BXBLXGGMPHy
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MW (1951), 65.
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36
3?
and CImtUB Vaugtoan. "Manifaat Anxlaty, a s # m u M m " , l i t (X957), 286*288*'
Cftlvltt* AXvin »** Pr a . HoGuigan, 8fid Mturloa W. Sullivan* *1 fwrfetetr Xiivaatigation of tha BaXationahip batwaan hmUty and CUtsworn Mmmlmtlm ftrfortnaiMW $ * t gftttmX & S d ^ t l o i ^ l PayahoXoay. XWXXt H m h ImMM.
SkvUSi Anthony tod Charles Sriicaan, *©#§ Balation of !fcni~ feet Anxlat; to Aaaoolatlon Production as# XntaXXaotuaX UmiBHBt,1 .JtoMgrnl of.. CanrnXfelat Itoraholgra XXX (X955),
JD*ya» X>,A1>. Kimatmer* and 0. Ma»dl*tr£ "Tha Sffaet Taat A»i«ty tea on Mtmory Span In a Group f a s t Situation*" toMA a t femiitlaa. xv** Ix^s J , 265-266.
Bees®
Boris# J , and 3, B» Samson, *Taat Hnxtoty and Blara® Assign* ment In a 1*11am Situation," Journal gf, hhmmml and fefilAl. tolffiliwt,. 1 (I95S), 535-3:
F&rbar* X. S. and K, w. spanaa* "CoapXax learning and Con-ditioning as a 9 M felon of Aax i t l r / Journal of llwwilaBaftfl (195*)# X20-X25.
Gordon* E* M« and S, B. Saraaon, *Tba ftalatlonahip batwaan a i ^ °!5®r *«*•**«*,* i m i a t l a m t o
x m x (X955), 3X7-323* Holtw&n, V* H«# A# B* CaX*in# and W« 1* Blfcfewmftttj, "New
ivUtM* for tba Validity of 3»ylo**a Itenlffeat Anxlaty fxsi lf * f j p i l l 1 211 ^ ^ a l u l w-vxx
Hoyt, Donald P« and Thoaaa M* fegoon, "A Validation Study of fefea f&yXor IfenXfast Anxiety Sua la# Journal. of CXiniaaX tmaiMm,* x tmomr, im), 357-361.
Jaote©»# D. *• and ft* fixooobarg, "Anxlatys tfnitaa or Haiti* $•*# l i a a i a t ftateiig,,* »xx (195a),
Jessar, R*. and 1* R» ftaanond, "Conatruat VaXidity and tlta iff1*** %ax®#* femlmlfiiliil. SalMJilih
W (X95?)# ap»2&0*
38
garehla, 3, 3. to* 3. Lcvlna, "Anxiety »oJ ."»rS«l U i n t Jf
I t e M t M S m i a X w v (1957J,
L i p m , Bom34 &« «nd Be Ivor C. G r i f f i t h , of Anxloty Lovol on Coctoopt F©i»»tto®$ A $o*t of Drlvo Ttmery,
^WHm%
hams** J . £.# ®'f&3 Zrnve recti*# Sffoot® uf Anatioty* * ** - • - * *> - * * •• • • if A —* - — w-ak--—--»• •*" "* - <«• _. X&UttMrfA
elielianr« M f ( l $npls«#tiosi#
59-66. rn: 0#
iya»ig»ifl&«i j t e i a k l of ftar«»
Lyktetn, s , f## % Study of Aiwloty in tho Soolopathle t y / j g u b i l . ttL Afeaaasaa. M L M l a l ^"*"
Xtf (1557), 6-10. of Anxiety
n i t n a t e i r i
M i ia l f k , 3* A»| *a»aer«llsa t loo m a Fuoetlon of Bfcolfost Aa&lotar ond Adaptation to d n e t o l M l M l £*f*rla»fit<i Joiigml of ffrfttiflti iMt ftn«hole<ar-. XXI (1957), $91
W l Xnttftt S«i wfH» Rote of Anxlotj
Blcholaoo, W« X, . "*ho inTlutwo of Amcloty upon : J t e H a t kmmdMsu mt (1930)* 303-319
1» S t r t i l Roto, XLv (1953)^
upon teftrnlng,'
Plek*»l t Kvot* v«» * f i » D i f fe ren t ia l Bffoot of ttonlfoat Anxloty m j m t mpf&mmm9
n t £ S H i t i l m X l»»li££lME# XLZX (i9$8)> *3~*©»
imwmm* L» #ai J* 8« &n»or , "&B*o«ptlo» «##** Strooo," Iter* ototoitleal l^avlew. JUT (19^8), 3«*3»3,
SUilOBi I rwl» 0«t "tOSt AnXlOty, O M t l t l I s x n ^ i t M IntOl Ac tua l F&vtQ&mm®/' JouiMfcl of CopQMlfeltt*. raoliQtegr. XXX (1957)# *85-*90
*fta» B f f w t of Anxioty and T*a Klnda of m$&l Lmi«1ii||* ** ~ *
yj
Effect of Anxiety, Motivational Instructions, and Vellum on Serial Learniw, ~ ' ' LI (1956), 253-360.
&ISBS1 St ISMeMBtetiL
and S. a. Faiola, Helatlonatilp of Teat , Anxiety, Difficulty of Ttoek, and Experimental
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, "A i?ers©nality Scale of Manlfeet Anxiety.* *frao«aal and Soelal g^holoaap. XLVIII (1953),
. .* "Tt»e Relationship of Anxiety to the Condi-tioned Eyelid Journal o;f jftmartoental XXI |1951|t 81-92»
and Jean P* Chapsan, "Anxiety and the Learn-"if 'li"foadHUi«oeiaf».* Amarloan Journal of X (1955), «?1-S?9<
