Larry W Morris
Biographic Data
| ID | 6098737 |
|---|---|
| NAME | Larry W Morris |
| GIVEN NAMES | Larry W |
| FAMILY NAME | Morris |
| SIGNATURE | MORRIS L W |
| AFFILIATIONS | Middle Tennessee State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 1981 |
| H-INDEX | 0 |
Cognitive and emotional components of anxiety
Relationship between Locus of Control and Extraversion-Introversion in Predicting Academic Behavior
To investigate the interactive effects of internal-external locus of control and extraversion-introversion on test-taking behavior 58 college students were assigned to four groups according to Rotter's locus of control scale and the Eysenck Personality Inventory extraversion scale. External locus of control was positively related to Neuroticism and unrelated to Extraversion, as predicted. Immediately before a course examination, worry, emotionali…
Interactive effects of generalized and situational expectancies on the arousal of cognitive and emotional components of social anxiety
Differential Effects of Stimulative and Sedative Music on Anxiety, Concentration, and Performance
30 music majors and 30 psychology majors were tested individually under stimulative, sedative, and no-music conditions. Each subject was exposed to one of five types of music: classical, jazz and blues, country/bluegrass, easy listening, and rock/rock and roll. Under each condition subjects indicated their (a) worry about the test, (b) emotionality or physiological-affective arousal, (c) ability to concentrate, (d) expectancy of performance, and …
Effects of Stimulative and Sedative Music on Cognitive and Emotional Components of Anxiety
66 college students enrolled in a psychology class took their first examination of the semester, a multiple-choice test, under conditions of stimulative music, sedative music, or no music. One of the five following types of music was played during each section of the test for the two treatment groups: classical, jazz and blues, country-bluegrass, easy listening, and rock/rock and roll. Before and after each of the five sections of the test, subje…
Effects of Test-Interruption on Emotional Arousal and Performance
78 volunteer Ss designated high or low test-anxious were administered a standard reading test under non-stressful conditions. Group I (Irrelevant interruption) was interrupted by trivial, irritating occurrences; Group II (Relevant interruption) was interrupted by occurrences which appeared to be part of the planned sequence of the experiment; Group III (control) was uninterrupted. Of the 4 situational measures of affect utilized (hostility, anxie…
Cognitive and Emotional Components of Test Anxiety
Two investigations of the relationship between “worry” ( W) and “emotionality” ( E), components of test anxiety, and performance expectancy are reported. Undergraduate and graduate students responded to a modified form of Mandler and Sarason's TAQ containing 5 W and 5 E items. W was found to be negatively related to expectancy. E was not consistently related to expectancy but varied as a function of the external cues of the testing situation
Cognitive and Emotional Components of Test Anxiety
This study examined the relationship between two aspects of the TAQ, identified as “worry” and “emotionality,” and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found
No prominent works on this page.
Cognitive and Emotional Components of Test Anxiety
This study examined the relationship between two aspects of the TAQ, identified as “worry” and “emotionality,” and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found
Cognitive and Emotional Components of Test Anxiety
Two investigations of the relationship between “worry” ( W) and “emotionality” ( E), components of test anxiety, and performance expectancy are reported. Undergraduate and graduate students responded to a modified form of Mandler and Sarason's TAQ containing 5 W and 5 E items. W was found to be negatively related to expectancy. E was not consistently related to expectancy but varied as a function of the external cues of the testing situation
Effects of Test-Interruption on Emotional Arousal and Performance
78 volunteer Ss designated high or low test-anxious were administered a standard reading test under non-stressful conditions. Group I (Irrelevant interruption) was interrupted by trivial, irritating occurrences; Group II (Relevant interruption) was interrupted by occurrences which appeared to be part of the planned sequence of the experiment; Group III (control) was uninterrupted. Of the 4 situational measures of affect utilized (hostility, anxie…
Effects of Stimulative and Sedative Music on Cognitive and Emotional Components of Anxiety
66 college students enrolled in a psychology class took their first examination of the semester, a multiple-choice test, under conditions of stimulative music, sedative music, or no music. One of the five following types of music was played during each section of the test for the two treatment groups: classical, jazz and blues, country-bluegrass, easy listening, and rock/rock and roll. Before and after each of the five sections of the test, subje…
Differential Effects of Stimulative and Sedative Music on Anxiety, Concentration, and Performance
30 music majors and 30 psychology majors were tested individually under stimulative, sedative, and no-music conditions. Each subject was exposed to one of five types of music: classical, jazz and blues, country/bluegrass, easy listening, and rock/rock and roll. Under each condition subjects indicated their (a) worry about the test, (b) emotionality or physiological-affective arousal, (c) ability to concentrate, (d) expectancy of performance, and …
Cognitive and emotional components of anxiety
Relationship between Locus of Control and Extraversion-Introversion in Predicting Academic Behavior
To investigate the interactive effects of internal-external locus of control and extraversion-introversion on test-taking behavior 58 college students were assigned to four groups according to Rotter's locus of control scale and the Eysenck Personality Inventory extraversion scale. External locus of control was positively related to Neuroticism and unrelated to Extraversion, as predicted. Immediately before a course examination, worry, emotionali…
Interactive effects of generalized and situational expectancies on the arousal of cognitive and emotional components of social anxiety
Anxiety (8 works) · Developmental psychology (8 works) · Psychology (8 works) · Emotionality (7 works) · Social Psychology (7 works) · Worry (7 works) · Clinical Psychology (6 works) · Psychiatry (6 works) · Social Psychology (6 works) · Test anxiety (6 works)