Resumen de The Effects of Anxiety and Intelligence on Learning from Programmed Instruction
An attempt is made to analyse and relate the findings concerned with individual differences in learning achievement from programmed learning materials, to those from learning studies generally. In particular intelligence, anxiety and task difficulty are considered in terms of an extension of Spence's theory of anxiety and performance. The subsequent study carried out revealed that significant effects due to anxiety and intelligence were only found on a moderate as opposed to difficult programme. In addition the use of a state anxiety measure revealed in interaction between anxiety resulting from the learning milieu and intelligence on the moderately difficult programme: among high‐intelligence Ss those with high state anxiety gained more; whereas, among low‐intelligence Ss those with high state anxiety gained less.
