babakhanyan arthur.task performance and social anxiety

Running head: ANXITEY & PERFORMANCE 1

Effect of Social Anxiety towards Task Performance in Math and Reading Comprehension Tests

Arthur Babakhanyan

California State University, Sacramento

Author Note

Kevin Xiong, California State University, Sacramento

ANXITEY & PERFORMANCE 2

Abstract

The intention of this study is to understand further the relationship between social anxiety

towards task performance, with potential predictors including age, gender, GPA, religion,

ethnicity, marital status, annual income, and parents’ education. Between-subjects analysis of

variance (ANOVA) was conducted to account for any main effect towards the dependent

variable from the potential predictors, gender and math performance had a significant main

effect. To analyze further a Pearson Correlation was considered between several covariates, with

a fallow up of a simple regression analysis on math score and several variables. Limitations and

possible extensions are also discussed.

Keywords: Social Anxiety, Social Interaction Anxiety Scale (SIAS), Task Performance


Effect of Social Anxiety towards Task Performance in Math and Reading Comprehension Tests

Experiencing occasional anxiety is signified as a normal part of life. Certain people

experience many types of anxiety; one particular is social anxiety in which people become

anxious and afraid to do common things in front of others. Social anxiety can have the tendency

to impair performance in daily tasks. Much research has been devoted to the association between

anxiety and cognitive performance; it has repeatedly been found that anxiety impairs

performance, particularly when the task being performed is complex and attention demanding

(Derakshan et al. 2009). By understanding the cause and whereabouts of social anxiety one can

control their stress in anxious moments. For example, Barnard et al. 2009 stated that highly

anxious participants performed significantly more poorly on a digit-span test than low-anxious

individuals, with it being interpreted as evidence that high-anxious individuals had less spare-

processing capacity. Given these demonstrations of negative outcomes of task performance in

social anxious individuals, it makes sense to predict that socially anxious individuals should

show biases toward the negativity in their recollection of social events (Edwards et al. 2003).

Studies have tried to understand further the relationship between anxiety and

performance abilities towards test taking, one particular study by Morris, Davis, & Hutchings,

(1981) found evidence that test anxiety consists of two major components; worry and

emotionality, they stated that adverse effects of anxiety on task performance are largely due to

the worry component (Morris et al., 1981). The results indicate that lack of performance resulted

from worry and emotional processing during test taking. In contrast Cassady & Johnson, (2001)

suggested that worry is the primary performance predictor. Other research findings indicated by

Hopko et al. (2005), found that math anxiety and somatic anxiety accounted for the most

variance in anxiety ratings.


Earlier research indicated that performance level was influenced by ones anxiety towards

taking a test. Such findings that supported the hypothesis from Sarason & Stoop (1978) found

that high-test anxious subjects performed at significantly lower levels than did low and middle

scorers when emphasis was placed on the evolutional implications of performance. This finding

indicates that the higher the individuals level of anxiety impacts their performance significantly,

moreover less or no effect at low levels of anxiety.

Other findings predicted that certain variables such as gender played a key role in task

performance, Cassady & Johnson (2001) indicated in their research that one reason for the

gender differences in test anxiety is that males and females experience similar levels of test

worry, however females have higher levels of the emotionality factors, which produces higher

level of test anxiety scores, in correlation to other studies Rajchert et al.(2014), found that

females were higher on trait-anxiety of having the feeling of being threatened on the other hand

males indicated state-anxiety which caused unpleasant feelings when confronted with a situation.

Not only gender, also class range of wealthy influenced individual performance had an impact on

their success, such claim argued that middle class adolescent appeared to be strongly motivated

for successful performance (Sperber, 1961). This claim illustrates that individuals with wealth

become more motivated to continue on their successful path of performance seeking.

Other lines of research have examined how factors, such as, high level of anxiety

contribute to brain functioning. A neurological study conducted by Tuscan et al. (2012) in

exploring the frontal asymmetry of the brain found that high anxiety group participants showed a

greater increase in cerebrovascular responses in the right hemisphere of the brain than the left

hemisphere compared to those in the low anxiety groups. This finding illustrates a difference in


brain functioning during conditions of high vs. low anxiety levels with emphasize on the amount

of blood flow contributing to the brain at the time of conditioning.

It is highly indicated from the previous findings that individuals with high levels of social

anxiety tend to perform less well under conditions of evaluative stress, than those with low level

of social anxiety, though research indicates that the relationship between anxiety and

performance is quite complex (Morris et al., 1981). While comparing individuals’ social anxiety

and their task performance level, with other predictors such as age, gender, GPA, etc., the

questions can become more relevant. The importance of the present study was to further the

understanding of the whereabouts of Anxiety towards how individuals would perform in a

Mathematical and a Reading Comprehension Performance Task. The hypothesis of the present

study is that individual’s with high level of anxiety will show lower level of accomplishments in

test scores. A second hypothesis of the purpose study is that individuals with low level of anxiety

will demonstrate a higher level of accomplishments in test scores.

Methods

Participants

Sixty four undergraduate students from a major California State University participated

in this research. The participants were comprised of 25 (39.1%) male participants and 29

(60.9%) female participants, ages ranged from 18 to 51 (M = 21.42, SD = 4.70). The ethnic

compositions of the sample were 39.1% Hispanic (n = 25), 31.1% White/ Non-Hispanic (n = 20),

25.0% Asian-Americans or Pacific Islander (n = 16), 3.1% Middle-Eastern (n = 2), and 1.6%

African-American (n = 1).

Materials


Students were given a 58 questionnaire packet in the math testing group and a 68

questionnaire packet in the reading comprehension testing group. Packets consisted of: the 20

questionnaire Social Interaction Anxiety Scale (SIAS) developed by Mattick & Clarke (1989);

the SIAS is a 5-point likert scale survey (0 not at all true of me and 4 being extremely true of me)

(see Appendix A). The second part of the packet either the math test or the reading

comprehension test; the math test involved; Pre-Algebra, Algebra 1, and Algebra 2 questions

taken from the California Standardized Test, which consists of 30 questions that was taken from

the California standardized math tests (see Appendix B). The Reading Comprehension test

consists of identifying vocabulary words and related words, which were briefly extracted from

the 501 Reading Comprehension Questions — 4th edition, with a total number of 40 questions

(see Appendix C). The final portion of the packet a demographics questionnaire consisting of 8

questions on the participants’ gender, age, religious affiliation, ethnicity, GPA, marital status,

household annual income, and parents’ education level (see Appendix D).

Procedure

Participants were randomly assigned to a task, in which each participant was either given

a math or reading comprehension test. When the participants entered the research room and were

seated, the researcher than distributed consent forms, in which the participants were than

instructed to read the consent form to themselves as the researchers reads it aloud, followed by

directions to sign the forms after they read the consent form. After signing the consent form, the

forms were collected and placed together in a separate envelop to ensure that they cannot be

traced back to the research materials of particular participants.

Participants were then instructed to read the instructions at the top of each section of the

packet that has been administered to them prior beginning the task, and reading the end notes on


each section after completion to direct them to wait quietly as others complete the section and

not continue on to the next sections of the packet. Packets will consist of: the Social Interaction

Anxiety Scale (Mattick et al., 1989), a math or reading comprehension test, and a standard

demographic questionnaire in that respective order. Participants first took the Social Interaction

Anxiety Scale (SIAS) developed by Mattick & Clarke (1989). After the SIAS is completed by all

participants, the math or comprehension test was administered to the participants depending on

which group the participants were randomized into. At the start of the test, participants were

informed that they have 10 minutes to complete as many questions as they can, with a 2 minute

warning mark given by the researcher before the time has ended. Upon all participants

completing the test, participants were then told to turn to the final portion of their packet to

complete a demographics questionnaire and after they have completed the demographics

questionnaire, they should turn their packet over and be seated quietly till each participant has

completed the demographics questionnaire.

Results

Data Coding

Prior to obtaining the results, the independent variable Anxiety was operationally defined

as a median split of scores from the SIAS with those participants scoring at the median (22.5) or

higher being placed in the high Anxiety group and those scoring below the median being placed

in the low anxiety group. The dependent variable was defined as the completion of the

participant’s task performance in math or reading comprehension correctness on the test. Gender

was re-coded as 1 as males, 0 as females, GPA was re-coded GPANew with range of 4.0 and

higher to 4, (3.0-3.9) to 3, (2.9-2.0) to 2, and 1.9 and lower to 1, inconsistent to other


demographic questions; religion, ethnicity, marital status, annual income, and parents education

were re-coded as numeric values.

Relationship between SIAS and gender towards task performance

The number of correct math problems and reading comprehension questions were entered

as dependent variable into a 2 (task performance math vs. reading comprehension) x 2 (SIAS:

high vs. low & gender) between-subjects analysis of variance (ANOVA). Math performance

indicated a significant main effect towards gender, F(1, 27) = 4.83, p < .05, although the main

effect of SIAS was not significant, F(1, 27) = .87, p > .05. The significance of gender towards

math performance indicated that males (M = 12.46, SD = 2.96) had higher scores than females

(M = 9.78, SD = 3.14) (see Table 1).

In addition, a second ANOVA towards reading comprehension indicated that the

interaction between SIAS and task performance in reading comprehension was not significant,

F(1, 25) = .67, p > .05. Inconsistent to reading comprehension performance, the interaction

towards gender was also not significant: F(1, 25) = .14, p > .05 (see Table 2).

Pearson Correlation

The descriptive statistics of age, GPA, SIAS, math score, and reading score, are illustrated

in Table 3.To understand the relationship between several coefficients, a Pearson correlation was

considered between participants’ age, gender, GPA, religion, ethnicity, annual income, marital

status, math score, reading score, SIAS score, and parents’ education. The results indicated that

gender was significantly associated towards math score, r = .38, p < .05, and to GPA, r = -.27, p

< .05. In addition, parents education, math correct, reading correct, Ethnicity, and age, were also

interrelated with each other (see Table 4).

Standard Multiple Regression Analysis


To predict math score, a Standard Multiple Regression Analysis was conducted towards

the independent variables gender and parents education. The regression model, which predicted

35% of the variance in math score, was significant, F(2, 30) = 8.02, p < .01 (see Table 5). The

regression equation for gender was Y’ = 12.97 + 2.37X. The regression equation for parents’

education was Y’ = 12.97 + (- .54) X.

Discussion

The present study investigated whether Social anxiety and gender influenced task

performance in math and reading comprehension tests. Several demographic variables were

included in the analysis as related predictors towards the research question. Several missing data

was reported in the data, missing data were from the SIAS and demographic questionnaire.

The first results from a 2 x 2 ANOVA indicated that gender had a main significant effect

towards task performance in math, looking closer towards gender; males indicated a higher level

in math score than did females. The results supported a similar finding form Cassady & Johnson

(2001), which they indicated that females produce higher level of test anxiety scores, which in

result generate low levels of test scores. Although there was no significant main effect found

from SIAS towards task performance in math. Additional results from another 2 x 2 ANOVA on

reading comprehension indicated no significant main effect on gender towards task performance

in reading comprehension and no significant main effect from SIAS towards reading

comprehension.

Furthering the analysis a Pearson correlation indicated that several variables interacted

among one another. In predicting math score towards the two variables gender and parents

education, a simple linear regression analysis predicted a significant main effect. Inconsistent to

the main effect the regression model, predicted 35% of the variance in math score.


The hypothesis predicted that individuals with high level of anxiety will show lower level

of accomplishments in test scores. A second hypothesis predicted that individuals with low level

of anxiety will demonstrate a higher level of accomplishments in test scores. Consistent with

previous research by Sperber (1961), indicated that in complex tasks, individuals performed

better in low anxiety levels than high anxiety levels. Findings from the present study indicated no

main effect towards task performance and social anxiety; although a significant main effect was

found in gender towards task performance in math. In result, parents’ education and ethnicity

also had a significant interaction towards math performance as well.

One of the limitations of the study was that there was a deficient gender to gender ratio;

the majority of participants were females, showing that males were probably under-represented

in this study. Other limitations consisted on students’ prior time of taking a math or reading

comprehension course, in which it will reflect knowledge towards the topic of questions asked.

Also a limitation towards reading comprehension test was found to be a non-standardized exam.

Finally by splitting the SIAS (High anxiety vs. Low anxiety) score at the median is equivalent to

assigning all observations below the median to have the same score (Low anxiety) and all

observations above the median to have another score (High anxiety), the procedure limits the

observation of measuring individual levels, and instead it measures two separate wholes, in

steering away from this procedure a greater sample size is needed.

Future researchers should attempt to cover a broader range of sample populations, instead

of focusing on one individual campus. One other attempt to better the research in the future is to

increase the number of participants in the sample. Other final approach’s towards strengthening

the research is to incorporate survey questionnaires that specifically relate to task performance in


test taking. And introduce equal standardized tests from both versions of reading comprehension

and math.


References

Barnard, K. E., Broman-Fulks, J. J., Michael, K. D., Webb, R. M., & Zawilinski, L. L. (2011).

The effects of physiological arousal on cognitive and psychomotor performance among

individuals with high and low anxiety sensitivity. Anxiety, Stress & Coping: An

International Journal, 24(2), 201-216. doi:10.1080/10615806.2010.494328

California Department of Education. (n.d.). Mathematics Standardized Test. Grade 7

Mathematics, Algebra 1, and Algebra 2 Tests. Retrieved from:

http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp

Cassady J. C., & Johnson E. R., (2001). Cognitive Test Anxiety and Academic Performance.

Contemporary Educational Psychology, doi:10.1006/ceps.2001.1094.

Derakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive

performance: New developments from attentional control theory. European Psychologist,

14(2), 168-176. doi:10.1027/1016-9040.14.2.168

Edwards, S. L., Rapee, R. M., & Franklin, J. (2003). Postevent rumination and recall bias for a

social performance event in high and low socially anxious individuals. Cognitive Therapy

and Research, 27(6), 603-617.

Flaglerschools.com (n.d.). 501 reading comprehension questions. — 4th ed. Library of Congress

Cataliging-in-Publication Data, Retrieved from:

http://flaglerschools.com/sites/default/files/501readingcomprehensionquestions4thedition

.pdf

Hopko, D. R., Hunt, M. K., & Armento, M. A. (2005). Attentional task aptitude and performance

anxiety. International Journal of Stress Management, 12(4), 389-408. doi:10.1037/1072-

5245.12.4.389


Mattick, R. P., & Clarke, J. C. (1989). Development and validation of measures of social phobia

scrutiny fear and social interaction anxiety. Unpublished manuscript.

Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of

anxiety: Literature review and a revised worry–emotionality scale. Journal of

Educational Psychology, 73(4), 541-555. doi:10.1037/0022-0663.73.4.541

Rajcher M. J., Zultak T., & Smulczyk M., (2014). Predicting reading literacy and its

improvement in the Polish national extension of the PISA study: The role of intelligence,

trait- and state-anxiety, socio-economic status and school-type. Institute of Philosophy

and Sociology, Polish Academy of Sciences.

Sarason, I. G., & Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consulting

And Clinical Psychology, 46(1), 102-109. doi:10.1037/0022-006X.46.1.102

Sperber, Z. (1961). Test anxiety and performance under stress. Journal of Consulting

Psychology, 25(3), 226-233. doi:10.1037/h0038320

Tuscan L., Herbert D. J., Forman M. E., Juarascio S. A., Izzetoglu M., & Schutheis M., (2013).

Exploring frontal asymmetry using functional near-infrared spectroscopy: a preliminary

study of the effects of social anxiety during interaction and performance tasks. Brain

Imaging and Behavior, DOI 10.1007/s11682-012-9206-z.


Table 1

Task Performance in Math towards Gender (N = 33)

Gender (Male) Gender (Female) Total

SIAS (Low) 13.63 (2.93) 9.17 (2.71) 11.71

SIAS (High) 10.60 (2.07) 10.08 (3.40) 10.24

Total 12.46 9.78 10.90

Note. The numbers in parentheses indicate standard deviations.


Table 2

Task Performance in Reading Comprehension towards Gender (N = 31)

Gender (Male) Gender (Female) Total

SIAS (Low) 28.00 (7.85) 27.10 (9.96) 27.44

SIAS (High) 25.75 (4.65) 24.33 (5.32) 24.77

Total 27.10 25.79 26.24

Note. The numbers in parentheses indicate standard deviations.


Table 3

Descriptive Statistics

N Minimum Maximum M SD

Age 64 18 51 21.42 4.70

SIAS 60 7 60 26.07 10.84

GPA 63 1 4 2.83 .93

Reading Correct 31 9 39 26.26 7.25

Math Correct 33 3 17 10.97 3.23

Note: GPA was coded as 1 = 2.0 – 2.49, 2 = 2.50 – 2.99, 3 = 3.00 – 3.49, 4 = 3.49 – 3.99.


Table 4

Pearson Correlation on Predicting Variables and Performance (N = 64).

Age

Gender

Math C

orrect

Reading C

orrect

Religion

Ethnicity

Marital S

tatus

Annual incom

e

Parents education

GP

A

SIA

S score

Age

Gender -.21

MathC .01 .38*

ReadingC .30 .08

Religion .01 -.25 -.13 -.16

Ethnicity .19 -.17 .30 .48** -.08

MaritalS -.73** .05 -.29 .02 .02

AnnualI -.22 .16 .09 -.04 -.06 .14 .14

ParentsE -.11 -.01 -.46** -.24 -.06 -.19 .04 -.03

GPA -.14 -.27* -.09 .09 -.06 .08 -.01 -.08 -.26*

SIAS score -.10 -.12 -.18 -.11 -.16 -.17 .03 -.25 .05 .03

Note: ***p < .001, **p < .01, *p < .05, SIAS score = Social Interacton Anxiety Scale score,

ParentsE = Parents education, MathC = Math correct, ReadingC = Reading correct, AnnualI =

Annual income, and MaritalS = Marital status.


Table 5

Standard Linear Multiple Regression Predicting Math Correct Score (N = 32).

Variables B SE B β

R2 = .35, F(2, 30) = 8.02, p < .01

Gender 2.37 .96 .37*

Parents Education -.54 .18 -.45**

**p < .01. *p < .05


Appendix A

Social Interaction Anxiety Scale

InstructionsIn this section, for each item, please circle the number to indicate the degree to which you feel the statement is characteristic or true for you. The rating scale is as follows:

0 = Not at all characteristic or true of me.1 = Slightly characteristic or true of me.2 = Moderately characteristic or true of me.3 = Very characteristic or true of me.4 = Extremely characteristic or true of me

Characteristic Not at all Slightly Moderately Very Extremely01. I get nervous if I have to

speak with someone in authority (teacher, boss).

0 1 2 3 4

02. I have difficulty making eye contact with others.

0 1 2 3 4

03. I become tense if I have to talk about myself or my feelings.

0 1 2 3 4

04. I find it difficult to mix comfortably with the people I work with.

0 1 2 3 4

05. I find it easy to make friends my own age.

0 1 2 3 4

06. I tense up if I meet an acquaintance in the street.

0 1 2 3 4

07. When mixing socially, I am uncomfortable.

0 1 2 3 4

08. I feel tense when I am alone with just one person.

0 1 2 3 4

09. I am at ease meeting people at parties, etc.

0 1 2 3 4

10. I have difficulty talking with other people.

0 1 2 3 4

11. I find it easy to think of things to talk about.

0 1 2 3 4

12. I worry about expressing myself in case I appear awkward.

0 1 2 3 4


13. I find it difficult to disagree with another’s point of view.

0 1 2 3 4

14. I have difficulty talking to attractive persons of the opposite sex.

0 1 2 3 4

15. I find myself worrying that I won’t know what to say in social situations.

0 1 2 3 4

16. I am nervous mixing with people I don’t know well.

0 1 2 3 4

17. I feel I’ll say something embarrassing when talking.

0 1 2 3 4

18. When mixing in a group, I find myself worrying I will be ignored.

0 1 2 3 4

19. I am tense mixing in a group.

0 1 2 3 4

20. I am unsure whether to greet someone I know only slightly.

0 1 2 3 4


Appendix B

Mathematics Test

Directions: Each of the questions below is followed by four suggested answers. In each case, select the one that is the best of the choices offered and then circle the answerer.

**Computation and scratch work may be done in this examination packet.

***You have 10 minutes to complete the exam; notification will be given when 2 minutes remain.


Appendix C

Reading Comprehension Test

Directions: Read the following sentences and try to choose the best definition for the underlined word by searching for context clues in the sentence. Circle your best answer.

***You have 10 minutes to complete the exam; notification will be given when 2 minutes remain.

1. The designer window treatments in her house, installed 17 years ago, were outmoded.

a. unnecessary

b. pointless

c. out-of-date

d. worthless

2. The spies conducted a covert operation.

a. dangerous

b. foreign

c. hidden

d. illegal

3. The baseball player’s malice toward the referee was revealed in his spiteful remarks to the

media, which almost ruined the referee’s career.

a. vindictive

b. crazy

c. rude

d. unpleasant


4. Although Zachary is much too inexperienced for the managerial position, he is a willful

young man and obdurately refuses to withdraw his application.

a. foolishly

b. reluctantly

c. constantly

d. stubbornly

5. His neighbor’s superficial remarks trivialized the property line dispute and infuriated

Malcolm.

a. enraged

b. petty

c. insulting

d. misleading

6. She showed a blatant disregard for the rules.

a. obvious

b. hidden

c. last-minute

d. rebellious

7. Her fashion sense was usually described as flamboyant, but on the night of the party, Tanya’s

outfit was uncharacteristically modest.

a. impeccable

b. showy

c. sloppy

d. unassuming


8. Mr. Powers was so gullible that he believed even the most outlandish excuses of his insincere

employees.

a. intelligent

b. naïve

c. dishonest

d. critical

9. You cannot become a certified teacher without completing the prerequisite student-teaching

assignment.

a. required

b. optional

c. preferred

d. advisable

10. Charles, aware of his susceptibility to gum disease, is diligent about flossing.

a. uncomfortable

b. excited

c. thorough

d. ambivalent

11. Even though she’d read her supervisor’s memo four or five times, she still found his

rambling message ambiguous.

a. profound

b. inspiring

c. ridiculous

d. unclear


12. Excited about winning the award, Marcia walked up to the podium and delivered an

animated acceptance speech.

a. abbreviated

b. courteous

c. reserved

d. lively

13. The intermittent rain soaked the garden many different times during the day.

a. protracted

b. periodic

c. incredulous

d. light

14. I got a vicarious thrill watching you on the diving board.

a. shared

b. unpleasant

c. adventurous

d. evil

15. After several small brushfires at the campground, officials felt the need to augment the rules

pertaining to campfires.

a. criticize

b. retract

c. consider

d. expand


16. As soon as the details of the election were released to the media, the newspaper was

inundated with calls—far too many to be handled effectively.

a. provided

b. bothered

c. rewarded

d. flooded

17. The doctor got to the crux of the issue.

a. outline

b. opposite

c. crucial point

d. unhealthy

18. When people heard that timid Bob had taken up skydiving, they were incredulous.

a. fearful

b. outraged

c. convinced

d. disbelieving

19. The technical department enthusiastically hired Ms. Long because she was proficient in the

use of computers.

a. sincere

b. adequate

c. competent

d. skilled


20. Even under tremendous public pressure, the planning committee would not commit itself

wholeheartedly to the proposal and gave only tentative approval to the waterfront

development plan.

a. provisional

b. ambiguous

c. unnecessary

d. total

(Please continue on to the next page for the second part of the test)


The dictionary defines an analogy as a “similarity in some respects between things that are

otherwise dissimilar.” In each of the questions contained in this section, you will find a pair of

related words. These words are separated by a colon, like this:

fish : scales

Read that to your-self as if the colon were the words “is to”—“fish is to scales.” Then, as you

read through the possible answers, add “as” to the beginning of each answer—“fish is to scales

as horse is to barn,” and so forth. Look at those words and try to figure out how they are

connected to one another. For example, what is the connection between the words fish and

scales? Obviously, a fish is covered with scales; now think of two other words that share a

similar relationship. A good example of this would be bird and feathers. The similarity between

these two unrelated pairs of words is an analogy. The best way to approach an analogy question

is to make up a sentence that describes the relationship between the first two words and find

another pair in the choices that would fit into that same sentence. A fish is covered with scales,

as a bird is covered with feathers.

See how many of the following questions you can answer correctly

1. BUTTER : BREAD

a. jam : jelly

b. paint : wood

c. toast : jelly

d. head : foot

e. yellow : blue


2. SHELF : BOOKCASE

a. arm : leg

b. stage : curtain

c. bench : chair

d. key : piano

e. lamp : bulb

3. FISH : SCHOOL

a. wolf : pack

b. tiger : jungle

c. herd : peacock

d. raven : school

e. dog : collie

4. SCALE : WEIGHT

a. yardstick : length

b. width : depth

c. length : width

d. size : area

e. mileage : speed


5. WATERMELON : FRUIT

a. collar : leash

b. dog : companion

c. fish : bowl

d. Dalmatian : canine

e. apple : orange

6. FOOT : SKATEBOARD

a. tire : automobile

b. lace : shoe

c. ounce : scale

d. walk : jump

e. pedal : bicycle

7. STRETCH : EXTEND

a. tremble : roll

b. thirsty : drink

c. shake : tremble

d. stroll : run

e. stitch : tear


8. SHIELD : ARROW

a. bow : quiver

b. knight : horse

c. umbrella : rain drops

d. peony : flower

e. boy : girl

9. STARVING : HUNGRY

a. neat : thoughtful

b. towering : cringing

c. progressive : regressive

d. happy : crying

e. depressed : sad

10. DERMATOLOGIST : ACNE

a. psychologist : neurosis

b. child : pediatrician

c. ophthalmologist : fracture

d. oncologist : measles

e. allergies : orthopedist


11. FRAME : PICTURE

a. display : museum

b. shelf : refrigerator

c. mechanic : electrician

d. nail : hammer

e. fence : backyard

12. SEARCH : FIND

a. sleep : wake

b. explore : discover

c. draw : paint

d. think : relate

e. walk : run

13. PHARMACY : DRUGS

a. mall : store

b. doctor : medicine

c. bakery : bread

d. supermarket : discount store

e. toys : games


14. LAYER : TIER

a. section : segment

b. dais : speaker

c. curtain : stage

d. chapter : verse

e. cotton : bale

15. METROPOLITAN : URBAN

a. bucolic : rural

b. sleepy : nocturnal

c. agricultural : cow

d. autumn : harvest

e. agrarian : generous

16. TEACHER : SCHOOL

a. actor : role

b. mechanic : engine

c. jockey : horse

d. judge : courthouse

e. author : book


17. CAR : GASOLINE

a. truck : trailer

b. car : garage

c. bicycle : feet

d. boat : ocean

e. deck : house

18. RUN: JOG

a. trot : race

b. swim : dive

c. dance : ballet

d. juggle : bounce

e. rain : drizzle

19. RADIO : TELEVISION

a. electricity : lightning

b. up : down

c. ear : eye

d. nose : face

e. old : new


20. TAILOR : SUIT

a. scheme : agent

b. edit : manuscript

c. revise : writer

d. mention : opinion

e. implode : building


Appendix D

Demographics

1) Are you Male or Female? (Please Check One)

___Male

___Female

2) What is your birth date?_____________(year)

3) What is your religious affiliation? (please check one)

____Christian

____Roman Catholic

____Jewish

____Muslim

____Hindu

____Buddhist

____Other (please Specify)

____None

4) What is your ethnic background? (please check one)

_____White/non-Hispanic

_____African-American

_____Hispanic

_____Asian-Pacific Islander

_____Native American

_____Middle-Eastern


5) Estimated cumulative GPA? _________

6) What is your current marital status? (please check one)

______ Single, never married

______ Married

______ Separated

______ Divorced

______ Widowed

7) Please circle the estimated annual income for your household.

$0 - $9,999

$10,000 - $19,999

$20,000 - $29,999

$30,000 - $39,999

$40,000 - $49,999

$50,000 - $59,999

$60,000 - $69,999

$70,000 - $79,999

$80,000 - $89,999

$90,000 - $99,999

$100,000 - $149,999

$150,000 or more

8) Circle your parents’ highest level of education.

Less than high school

Completed some high school


High school graduate

Completed some college

Associate degree

Bachelor's degree

Completed some postgraduate

Master's degree

Ph.D., law or medical degree

Other advanced degree beyond a Master's degree

babakhanyan arthur.task performance and social anxiety

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