Abstract
Background: The main objective of this pilot study was to evaluate the impact of a classroom activity involving music on anxiety associated with preparing for and taking an assessment. Methods: Two hundred and two (202) pharmacy students were randomly assigned to one of two conditions of the experimental study: active music playing (n = 103) versus passive music listening (n = 99). All students completed a pre-test, a mid-test, and a post-test including: an “Attitudes and Perceptions” survey, State-Trait Anxiety Inventory for Adults (STAI Survey), and a knowledge assessment. Data were analyzed to determine the impact each of the music interventions had on students’ test anxiety. Results: Both types of musical interventions produced similar results in terms of anxiety reduction. Faced with an upcoming test prior to the musical intervention, average state-trait anxiety scores increased; after the musical intervention, state-trait anxiety scores decreased. Conclusions: The use of music helped to reduce test anxiety, even after one brief musical intervention, regardless of whether students passively listened to music or actively played music.
Highlights
Test anxiety is multifactorial and can be defined as “the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation” [1]
The use of music helped to reduce test anxiety, even after one brief musical intervention, regardless of whether students passively listened to music or actively played music
This study showed that regardless of whether students listened to music or played music, music reduced test anxiety
Summary
Test anxiety is multifactorial and can be defined as “the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation” [1]. Test anxiety is a specific subset under the umbrella of symptoms characterized by the feelings of “anxiety”. Under the Diagnostic and Statistical Manual -IV (DSM-IV) test anxiety is most closely associated with the classification of social phobia, which is characterized by “a marked and persistent fear of social or performance situations in which embarrassment may occur.” [2]. In a study on components of test anxiety, Liebert and Morris pointed out that test anxiety encompasses two central aspects, cognitive factor (e.g., “worry” or “lack of confidence”). Cognitive factor is inversely related to performance expectancy: the more one is worried, the worse one performs [3]. Test anxiety is associated with lower academic performance across all educational levels [4,5,6]
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