The Effect of the Interaction of Learning and Thinking Styles and State of Anxiety upon Academic Achievement in a Sample of University Students / Moustafa M. Kamel, Abdullah T. Al-Safi
The study investigates the effects of the interaction of student's preference learning and thinking styles and state anxiety (as measured by Spielberger's et al. Trait-State Anxiety Inventory) on academic achievement in a sample of male Saudi college students (N = 225). Data were analyzed using a 2-way ANOVA factorial design: 3 (styles of learning: left. right, integrated) x 3 (level of state anxiety). Three analyses were conducted using Sue. Acc. Hours of major courses, G.P.A. of College and University requirements (as dependent variables).
The results revealed that there were significant main effects of state of anxiety (P.,01) styles of learning (P., 05) and their interaction on major courses achievement. The differences were in favor of students whose state of anxiety was moderate and whose preference learning style was integrated. There were neither significant main effects of the two independent variables nor of their interaction on the sample achievement of college and university requirements.
Findings of this study provide affirmation of the interpretation of Spielberger's theory of the relationship of anxiety to academic attainment.