The writers of this article stared off by trying to better understand the idea of being detached form society. They feel that detachment is a sign of an impairment that makes it hard for the individual to feel connected with the environment or to properly explain their feelings. There are two distinct hypothesis formed about detachment. The first one is that the individual has an inability to depend on others or ask for help under a stressful situation which is known as dysfunctional detachment. The second is called adaptive detachment and the individual is able to be more goal oriented while still connecting with others. If college kids had adaptive attachment there would be a lower rate of anxiety disorders even if there were a bunch of day
…show more content…
Studies show that students with test anxiety have a reduced level of motivation, perform poorly on test, don’t achieve as much, and more mental and physical health problems. Not only is test anxiety prevailing but also among college students alcohol consumption raises in correlation to test anxiety. The gender differences have been reported on a self report bases among college students with females having more anxiety than males. Psychologist are not sure if there is a clear difference in having anxiety between male or females, but females consistently score higher than males. Everson et al (1991) examined invariance across gender sample using the Test Anxiety Inventory that consists of two factors: an emotional factor and a worry …show more content…
M. (2015). Ungraded pop quizzes: Test-enhanced learning without all the anxiety. Teaching Of Psychology, 42(2), 174-178. doi:10.1177/0098628315573144
College teachers often times feel the need to give college students pop quizzes in order to force students to feel obligated to attend class regularly and keep up with the assigned readings. While this can be a benefit to some college professors the anxiety that students get from the pressure of a pop quiz could have the opposite affect and make them perform poorly. Students start focusing on the possibility of failure and criticism and then lose the ability to recall what they know.
The method they used to test this is they split students into two groups to take an exam. One group was told they would be given $5 if they performed well and the other group was told they would receive $5 regardless of what they scored. The group that was told they would be given $5 regardless scored higher than the group that had to make a good score to get $5. This study wanted to learn how to enhance the learning of the test material without all the
Studies show that students with test anxiety have a reduced level of motivation, perform poorly on test, don’t achieve as much, and more mental and physical health problems. Not only is test anxiety prevailing but also among college students alcohol consumption raises in correlation to test anxiety. The gender differences have been reported on a self report bases among college students with females having more anxiety than males. Psychologist are not sure if there is a clear difference in having anxiety between male or females, but females consistently score higher than males. Everson et al (1991) examined invariance across gender sample using the Test Anxiety Inventory that consists of two factors: an emotional factor and a worry …show more content…
M. (2015). Ungraded pop quizzes: Test-enhanced learning without all the anxiety. Teaching Of Psychology, 42(2), 174-178. doi:10.1177/0098628315573144
College teachers often times feel the need to give college students pop quizzes in order to force students to feel obligated to attend class regularly and keep up with the assigned readings. While this can be a benefit to some college professors the anxiety that students get from the pressure of a pop quiz could have the opposite affect and make them perform poorly. Students start focusing on the possibility of failure and criticism and then lose the ability to recall what they know.
The method they used to test this is they split students into two groups to take an exam. One group was told they would be given $5 if they performed well and the other group was told they would receive $5 regardless of what they scored. The group that was told they would be given $5 regardless scored higher than the group that had to make a good score to get $5. This study wanted to learn how to enhance the learning of the test material without all the