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Elsa Azpeitia
Based on Spielberger´s (1972) conceptualization of test anxiety as a personality trait, the presente research attempted to determine the differential effects of feedback and task difficulty conditions on state anxiety for subjects who differ in test anxiety. Measures of A-state were obtained for 64 Puerto Rican students with high and low test anxiety scores while they performed either a difficult or an easy memory task under failures or success feedback conditions. Test anxiety and feedback had an interactive effect on state anxiety; yet, contrary to trait-stare theory, high test anxious ifested higher levels of A-state in both the failure and the success condition. No interaction effect was found between state anxiety and task difficulty. Furthermore, the triple interaction between test anxiety, feedback, and task difficulty could not be obtained.
