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Peer reviewedNaveh-Benjamin, Moshe; And Others – Journal of Educational Psychology, 1987
Two studies investigated an information processing model in explaining the poor academic performance of highly test-anxious students. The first measured the organization of course material by students in a nonevaluative situation; and the second differentiated types of highly test anxious students by their information processing skills.…
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Comprehension
