A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model.

Abstract

The purpose of this study is to further investigate the suggestion made by Naveh-Benjamin, McKeachie, and Lin (1987) regarding the distinction between two types of high test-anxious students who can be differentiated by their information-processing skills. The first type consists of students with good study habits who have difficulties mostly in retrieval for a test. The second type consists of students with poor study habits who have problems in all stages of processing. Each of the 84 high test-anxious university students was subjected to either desensitization or study skills training

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