Abstract
ABSTRACTWe evaluated whether a synchronous online group intervention, using the Association for Social Work Boards Group Review Practice Test© items, increased students’ LMSW licensure test-taking confidence and decreased their test anxiety. A non-equivalent comparison group study was used to measure change in 59 graduate students’ confidence in test-taking and test anxiety. Almost 45% of students reported test anxiety in the clinical range at pretest. Using a repeated measures GLM, we found that students in the intervention group experienced a significant increase in confidence from pretest posttest. For overall anxiety, impairment anxiety, and worry anxiety, students in the intervention group experienced less anxiety over time, and students in the comparison group experienced more anxiety over time. Implications for programs are discussed.
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