| Abstract: | Administered the School and College Ability Test to 222 freshmen during the 2nd wk. of the spring semester. Ss were then assigned to groups receiving detailed, limited, or no knowledge of their test performance. Ss completed the Test Anxiety Scale during the final examination period and GPAs were collected at the end of the semester. It was hypothesized that Ss with detailed knowledge would obtain higher GPAs and have a lower level of test anxiety. No significant differences in GPAs were found among the groups. Test anxiety was higher for the detailed knowledge group (p |
