| Abstract: | Examined children's helping behavior as a function of test anxiety level and evaluative conditions. After taking the Test Anxiety Scale for Children, 72 4th graders completed a task under either evaluative or nonevaluative conditions, and then were given an opportunity to help a younger child with a sorting task. Examination of a significant interaction between anxiety and evaluation revealed that highly test-anxious Ss were most sensitive to the evaluative manipulation, being less likely to help in the evaluative than in the nonevaluative condition. Helping behavior of less anxious Ss did not vary with evaluation. It is suggested that relationships between personality variables and helping behavior should be examined only in combination with clearly specified situational variables. (French summary) (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
