Abstract
Item-response changing as a function of test anxiety was investigated. Seventy graduate students completed the Test Anxiety Scale and 73 multiple-choice items during the quarter. The data supported the hypothesis that high test-anxious students make more item-response changes than low test-anxious students. Results also suggested that both high- and low-anxious students profit to a similar extent proportionally from answer changing. It was further found that more responses were changed on difficult than on easy items for both high- and low-anxious students. Test anxiety is suggested as a factor forming test-taking style.
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