Interaction of achievement cues and facilitating anxiety in the achievement of women

Abstract

In 3 studies, 250-380 female students low in facilitating anxiety (FA) as measured by the Alpert-Haper Achievement Anxiety Test achieved better grades when taught by teachers characterized by expectations of high standards of achievement than when by teachers not so characterized, while high FA Ss performed more poorly in classes taught with high standards of achievement. (PsycInfo Database Record (c) 2025 APA, all rights reserved)