Resumen de Reducing situational anxiety and avoidance behavior associated with classroom apprehension
The situational anxiety and the approach‐avoidance behavior of classroom apprehensives (CCA's) was examined under varying classroom conditions, including the manipulation of select situational factors that have been reported to affect state anxiety. State anxiety was reduced by several situational factors including conspicuousness, acquaintance level, and ambiguity reduction. Findings for approach‐avoidance behavior revealed that high CCA's generally reported avoidance of class discussion except when perceiving themselves to be better informed on the discussion topic than other students. Findings as interpreted within the context of previous theoretical conceptualizations of situational factors contributing to state anxiety.
