Background: The current study examined whether test-related reassurance seeking is associated with lower scores on a high stakes, standardized test (i.e., the ACT) after controlling for academic performance in high school, and with spoiled answers (i.e., changing correct answers to incorrect) on a subsequent academic exam. Method: Students (N = 59) completed measures of test-related reassurance seeking behavior, other test anxiety-related constructs, and social anxiety-related constructs prior to taking the last in-class exam in their introductory psychology courses. Erasure marks on the bubble answer sheets were inspected to identify the number of spoiled answers. Results: Replicating results from a prior study, reassurance seeking predicted underperformance on the ACT. In addition, reassurance seeking predicted the number of spoiled answers on the in-class exam. Reassurance seeking did not predict irrelevant changes or corrections. Conclusions: Overall, these results provide additional evidence that test-related reassurance seeking is associated with performance on academic tests, and novel evidence that test-related reassurance seeking is associated with spoiling answers.

中文翻译：

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在学术测试中寻求安慰和破坏答案。

背景：目前的研究检查了与考试相关的寻求安慰是否与在控制了高中学习成绩后的高风险标准化考试（即 ACT）中的较低分数以及答案被破坏（即，将正确答案更改为不正确）在随后的学术考试中。方法：学生（N = 59）在参加心理学入门课程的最后一次课堂考试之前，完成了与考试相关的寻求安慰行为、其他考试焦虑相关结构和社交焦虑相关结构的测量。检查气泡答题纸上的擦除标记以确定损坏答案的数量。结果：复制先前研究的结果，寻求在 ACT 上预期表现不佳的保证。此外，寻求安慰预测了课堂考试中被宠坏的答案的数量。寻求安慰并不能预测不相关的变化或更正。结论：总体而言，这些结果提供了额外的证据，证明与考试相关的寻求保证与学术考试的表现有关，并且提供了新的证据表明与考试相关的寻求保证与破坏答案有关。