Thus, the finding here is consistent with those of other studies and further supports the contention that test anxiety can be a significant impairment to the academic achievement of young children. A final purpose of this study was to examine the relationship of test anxiety to other non-test-related fears. The results indicate that the test anxious children had more non-test-related fears than their non-test anxious peers. Thus, it may be that many test anxious children suffer a more pervasive pattern of fear and anxiety as suggested by Sarason et al. (1960) and Beidel and Turner (1988).
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Also, this research could determine if ADHD’s negative academic affects are only specialized to the college students with ADHD, or if the affects are r... ... middle of paper ... ...HD like the researchers expected, the results from the experiment could still help allow teachers to be more aware of the signs of a boredom prone student. Also, with this new knowledge teachers could try to use more interactive learning systems, and different methods of instruction to students who are more prone to boredom resulting in a rise in course grades and participation. Also, knowing that there was no correlation between having ADHD and doing poorly academically could help bring assurance to students in college who have the disorder, by allowing them to see that it has been tested and ADHD students aren’t any lower in GPA than the average student. REFERENCE: Castens, A. R., & Overbey, G. A. (2009).