Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered orthogonal combination three factors (teaching style, exam type, and mode), resulting in 12 scenarios. During experiments, participants were provided one scenario at a time asked to rate their anticipated level described situation. Subsequent analyses failed reveal statistically significant differences levels reported by females males. However, factor selection valuation female students adopted make differed from those employed male peers. Cluster analysis identified groups based on (low, medium, high). most relevant for all clusters was mode, only medium group second (exam type) judgments, which integrated through an additive rule. These findings suggest that place higher weight examination context than its type when making judgments. Identifying these could help regulate conditions undermine students' ability cope with anxiety.