Browsing by Author "Cruz, Pablo"

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    Emotion perception and reactions to tests: Affective influences on test performance
    (2010) Cruz, Pablo; Beal, Daniel
    The two studies presented here examine the impact of non-cognitive factors on test reactions and test performance. It is well-established that test anxiety can adversely affect test outcomes, particularly in high-stakes testing situations, but what is less well understood are the moderators that can influence that impact. These studies examined the test-takers' distal appraisals of a testing situation, as well as their ability to process emotional information, and the effects of these factors on proximal test reactions and test performance. It was found that in these studies the positive role of test-taker confidence was more pronounced than the negative influence of test-taker anxiety, and that the ability of emotional perceptiveness had the effect of focusing attention on appropriate signals in the environment to allow the test-taker to have more accurate assessments of their own performance and to discourage the test-taker from using information from other items to influence their reactions to the items they are currently dealing with.
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    Justice in personality testing: Influence of feedback of results, test modality, and elaboration opportunity on attitudinal reactions to and responses on a personality test
    (2003) Cruz, Pablo; Dipboye, Robert L.
    Manipulations of a personality test administration are examined, in light of their effects on the test-takers' perceptions of the test's fairness, their acceptance of an outcome derived from the test, socially desirable responding, and other test reactions. Test-takers were administered the same personality test either face-to-face with the experimenter, or it was given to them as a traditional paper-and-pencil measure. Also, they either were or were not given an opportunity to elaborate on their responses to the items on the test. The opportunity to elaborate improved perceptions of the test's fairness. Negative test outcomes were associated with negative test reactions. Additionally, it was found that socially desirable responding was decreased in the face-to-face administration by providing the elaboration opportunity.