Reassurance seeking and spoiled answers on academic tests
Author ORCID Identifier
Anxiety, Stress and Coping
Background: The current study examined whether test-related reassurance seeking is associated with lower scores on a high stakes, standardized test (i.e., the ACT) after controlling for academic performance in high school, and with spoiled answers (i.e., changing correct answers to incorrect) on a subsequent academic exam. Method: Students (N = 59) completed measures of test-related reassurance seeking behavior, other test anxiety-related constructs, and social anxiety-related constructs prior to taking the last in-class exam in their introductory psychology courses. Erasure marks on the bubble answer sheets were inspected to identify the number of spoiled answers. Results: Replicating results from a prior study, reassurance seeking predicted underperformance on the ACT. In addition, reassurance seeking predicted the number of spoiled answers on the in-class exam. Reassurance seeking did not predict irrelevant changes or corrections. Conclusions: Overall, these results provide additional evidence that test-related reassurance seeking is associated with performance on academic tests, and novel evidence that test-related reassurance seeking is associated with spoiling answers.
reassurance seeking, safety behaviors, spoiled answers, Test anxiety
Valentiner, David P.; Kingzette, Alexia; and Snyder, Anna E., "Reassurance seeking and spoiled answers on academic tests" (2020). NIU Bibliography. 337.
Department of Psychology