A longitudinal study of the interaction between gender, computer anxiety, math anxiety, and test anxiety in a college-level computerized testing situation

The three major goals of the research were to investigate gender differences in computer, math, and test anxiety in a college-level computerized testing situation, how the levels of anxieties change following repeated exposures to computerized testing, and to determine which factors best predict the levels of the three anxieties.;The results of t-tests showed that no gender differences for the Computer Attitude Scale were found in the pre-survey, while females reported significantly higher levels of math anxiety than males.;Time effect was significant for the Computer Attitude Scale in the repeated measures ANOVAs. Repeated exposures to computerized testing decreased significantly the levels of computer confidence and computer like in the post-survey, while the levels of computer anxiety increased significantly.;Time effect also was significant for math anxiety. The students' levels of math anxiety in the post-survey were significantly higher than those of the pre-survey. Repeated exposures to statistics exams on computerized testing may have negatively affected the levels of students' math anxiety. Gender and interaction effects between gender and time were not significant for either computer anxiety or math anxiety.;The results of the repeated measures ANOVA for test anxiety indicated that gender and interaction effects were not significant, while significant main effects for time were identified. The difficulty levels of statistics exams and repeated exposures to computerized testing may have escalated the levels of students' test anxiety.;In the regression analysis of computer anxiety, computer related variables and test anxiety for males and math anxiety for females were the best predictors. Test anxiety was the most important predictor of math anxiety. In addition, number of math courses taken and computer anxiety also were the significant predictors for females' math anxiety. Math anxiety and computer anxiety contributed significantly to the regression of test anxiety. Additionally, number of math courses taken and age were significant predictors for males' test anxiety. Separate prediction equations for either males or females were fairly unique in the study.