Levels Of Test Anxiety Research Articles

Evaluating Perceptions of Test Anxiety Among Student Pharmacists and Faculty Members: A Pilot Study

ObjectiveThe purpose of this study was to determine student perceptions versus actual level of test anxiety, as measured by the Cognitive Test Anxiety Scale-2 (CTAS-2), and student and faculty perceptions of test anxiety with regard to prevalence, impact, ease of treatment, and importance in pharmacy education. MethodsTwo independent Qualtrics questionnaires were distributed via email to all students and faculty in the professional pharmacy program (years 1–4) at the University of Mississippi. The first questionnaire evaluated pharmacy students’ perceptions of test anxiety and self-awareness of personal test anxiety. The second questionnaire evaluated faculty members’ perceptions of student test anxiety. The questionnaires had 50 and 21 questions, respectively, and were developed from validated, reliable questionnaires used in Cognitive Test Anxiety (CTA) research. ResultsQuestionnaires were completed by 123 students and 19 faculty. Overall, 46 % of students had a self-perception of “high test anxiety”, with 28 % having a CTAS-2 score that correlated to severe test anxiety. A majority of faculty respondents (84 %) believed severe test anxiety affects 30 % or less of pharmacy students and may be associated with poor academic performance. ConclusionStudent pharmacists’ self-perception of test anxiety and perception of difficulty mitigating test anxiety may be overestimated. Overall, faculty accurately estimated the degree of test anxiety, felt confident in being able to help students, and believed it should receive attention from both faculty and the university.

Electronic test and its relationship with test’s anxiety and academic achievement: Experiment at Qatar University

Test anxiety is a real problem that a group of students suffer from in their different stages of education, and it is a source of concern not only for students but also for their whole families. Thus, this paper aims to investigate the impact of electronic tests on students’ anxiety and their academic achievement at Qatar University. A quantitative approach was used to test the hypotheses of this study, and a questionnaire was designed and distributed to the study sample, which consisted of 400 female students at Qatar University. In addition, a quasi-experimental study was adopted, where female students were split into an experimental group with an electronic test as well as a control group using a traditional test. The results showed that there are negative attitudes among students towards electronic tests. The results also found that the electronic tests raised the level of test anxiety among Qatar University students in contrast to the traditional tests. Moreover, the study found that students had higher academic achievement on traditional tests than on electronic tests. Finally, more attention must be directed towards addressing electronic test anxiety, in addition to designing or building remedial counseling programs to reduce levels of electronic test anxiety among female students at Qatar University.

Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul

Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.

Impact of Laughter Yoga on Test Anxiety and Education Stress of 8th Grade Students: An Experimental Study.

Objective: In an exam-based education system, it is of utmost importance to identify levels of test anxiety and educational stress that directly affect success, and to reduce anxiety. A study was conducted to examine the effects of laughter yoga on test anxiety and educational stress in 8th grade students in Turkey. Methods: A cluster sampling, parallel-group randomized controlled trial with pre-test/post-test design studied 64 students (32 in the intervention group and 32 in the control group). The intervention group received laughter yoga sessions twice a week for 6 weeks. The control group received no intervention. Data were collected by a demographic questionnaire, the Westside Test Anxiety Scale, and the Educational Stress Scale. Results: After laughter yoga, the intervention group showed a significant decrease in test anxiety (d = 0.859; p < 0.005) and educational stress scores (d = 0.52875; p < 0.001) compared to the control group. Conclusion: Laughter yoga was associated with decreased test anxiety and educational stress. Laughter yoga activities in schools are recommended to decrease educational stress and test anxiety of students.

Effect of Tensing Toe Relaxation Technique on Test Anxiety among B.Sc Nursing 1st Year Students in Selected Colleges, Bhubaneswar, Odisha

Background: Test anxiety is a psychological condition that causes extreme stress and anxiety in exam situations. Students feel stress and anxiety before exams. It can disrupt their learning and lead to poor performance. Relaxation techniques, like tensing toe relaxation, are the most effective non-pharmacological techniques for reducing stress because they affect mental and physical states like depression, mood, anxiety, and self-blaming.Objective: To evaluate the effect of the tensing toe relaxation technique on test anxiety among first-year B.S.nursing students and the association of the level of test anxiety with their selected demographic variables.Methods: The Quasi-experimental research study was conducted in two selected colleges in Bhubaneswar, Odisha, among B. Sc. Nursing 1st year students. Thirty-four (34) students were selected for each Experimental and Control group by using the Purposive sampling technique. Nist, Diehl A test anxiety scale and a self-structured socio-demographic tool were used for collecting the data through the questioning method. After demonstrating the tensing toe relaxation technique to the experimental group, they were asked to practice for 2 weeks. The post- test was conducted at the end of two weeks.Results: Study findings show a reduction of test anxiety with (t = 6.02) (p = 0.000), which is highly significant at p 0.001, and also the unpaired t-test post-test values show a significant change at p 0.001. Furthermore, there is a significant association between the level of test anxiety and selected demographic variables at p &lt;0.05.Conclusion: The Tensing toe relaxation technique is an effective intervention to reduce test anxiety.

A Randomized Controlled Pilot Trial of a Brief Dialectical Behavior Therapy Skills Training-Informed Intervention for Test Anxiety

ABSTRACT Data testing the effectiveness of third-wave interventions to decrease college students’ test anxiety is sparse. We conducted a randomized controlled trial with college students to examine whether an intervention using several DBT skills (DBT; Linehan, 2015a, 2015b) would decrease test anxiety. Participants (N = 48) were randomly assigned to one of two conditions, the brief DBT condition (n = 26) or the control condition (n = 22), a brain-training activity group. Participants in both conditions met for a single, two-hour session. After the intervention, participants completed an exam in their psychology course. Results indicated that individuals in the DBT intervention group had greater reductions in levels of test anxiety and state anxiety, and greater increases in mindfulness, than individuals in the control group. This study provides data supporting DBT skills training as a promising treatment for students with test anxiety.

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

AbstractAs international focus increasingly turns to the need to build a future mathematics workforce, research has aimed to better understand the salient individual and contextual factors that influence maths engagement and achievement across development. This study investigates self-reported general anxiety, test anxiety, and maths anxiety in two cohorts of Australian students aged 9–10 years (n = 158) and 12–13 years (n = 115) and associations with maths achievement and gender. Test and maths anxiety were negatively correlated with maths achievement and there were no gender differences in maths achievement. Cross-sectional latent profile analyses established two anxiety profiles in the older cohort (low and high across all anxiety measures) and a more complex five-profile solution for the younger cohort (various combinations of anxiety). Members of profiles with higher levels of test and mathematics anxiety had lower maths achievement, with girls over-represented in these profiles.

Relationship between Academic Self-Efficacy and Test Anxiety in Middle School Students

The period of middle school is not only a stage of academic advancement but also a crucial phase for the overall development of adolescents. In recent years, the academic stress on middle school students has been on the rise, and the increasing levels of test anxiety and academic pressure have led to psychological issues among this group. This paper employs a literature review approach to retrospectively analyze a series of empirical studies exploring the relationship between academic self-efficacy and exam anxiety in middle school students. By comparing the research findings, it delves into the correlation between academic self-efficacy and exam anxiety, providing a foundation and reference for future research on test anxiety. Research conclusions: (1) Academic self-efficacy in middle school students can negatively predict test anxiety; (2) External factors significantly influencing academic self-efficacy in middle school students include teacher expectations and teacher-student relationships. To alleviate test anxiety among middle school students, positive expressions of teacher expectations for student exam performance are recommended. It is also suggested to increase positive evaluations from teachers and peers after completing learning tasks.

The effect of working memory training on test anxiety symptoms and attentional control in adolescents

ObjectiveThe percentage of adolescents with test anxiety is increasing rapidly. Working memory (WM) training has been demonstrated to reduce anxiety levels and enhance attentional control in individuals. Therefore, we investigated whether adaptive dual n-back WM training could lower test anxiety level and improve attentional control in adolescents.MethodsForty adolescents were allocated to either adaptive dual n-back WM training (n = 21) or non-adaptive dual 1-back WM training (n = 19) for 10 days. The Test Anxiety Scale was applied to measure individuals’ test anxiety symptoms. The Attentional Control Scale (ACS), the flanker task, and the Go/Nogo task were used to measure attentional control.ResultsCompared with the control group, the training group reported significantly relief of test anxiety symptoms; however, there were no significant differences between the two groups in pre-to-post changes in ACS scores or performance on the flanker task and Go/Nogo task.ConclusionIn sum, adaptive dual n-back WM training effectively reduced adolescents’ level of test anxiety but did not improve their attentional control.

TEST ANXIETY AMONG SCHOOL STUDENTS APPEARING FOR PUBLIC EXAM AT A GOVT HIGHER SECONDARY SCHOOL, MADURAI

Test anxiety is a type of performance anxiety that can affect people of all ages, including adolescents. It is characterized by psychological, physiological, and behavioural reactions related to concerns about obtaining a negative result in an evaluative situation. The study aims to measure the level of exam anxiety among school student and to find out the association or difference between independent variables and test anxietyvariable. The sample size of the study is 50 students appearing for the public exam. The researcher used descriptive research design. Westside Test anxiety tool with good reliability and validity was used.Fifty students from 10th, 11th and 12th std were the samples for the study using stratified proportionate random sampling. Findings show that 37% of respondent hadmoderate high level of test anxiety. ‘t’ test result shows that there is statistically significant difference between female and male students with regard to their test anxiety. Chi-square result shows that there is no association between the type of family and level of test anxiety. The researcher suggests anxiety reduction strategies that will not impair the test performance rather reduce the test anxiety.

Exploring second language students' language assessment literacy: impact on test anxiety and motivation.

This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments.

Students’ psychological variables connection with secondary school students’ academic performance in mathematics

PurposeThe study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.Design/methodology/approachFour hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.FindingsThe study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.Originality/valueThe major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

The Collective Influence of Intolerance of Uncertainty, Cognitive Test Anxiety, and Academic Self-Handicapping on Learner Outcomes: Evidence for a Process Model.

Research on achievement emotions and behaviors has routinely demonstrated connections to student performance. This study approaches the work from a perspective of greater integration of multiple variables and examines potential nonlinear relationships among intolerance of uncertainty, cognitive test anxiety, academic self-handicapping, and student performance. Using structured equations modeling and generalized additive modeling, our results confirm better predictions of student performance when using both multivariate and curvilinear analyses. Optimal prediction of GPA was achieved when considering all three variables in conjunction through a serial mediation model. Specifically, the analyses demonstrated that intolerance of uncertainty tended to activate learners' cognitive test anxiety, which increased the potential of engaging in academic self-handicapping, resulting in lower levels of GPA. The results are consistent with process models of test anxiety that identify the critical role of learners' appraisals of evaluative stressors as well as the coping strategies employed when stressors are activated. Finally, curvilinear analyses confirmed that student GPA was related to academic self-handicapping and cognitive test anxiety in complex ways but largely demonstrated that as the levels of self-handicapping and/or cognitive test anxiety increased, performance declined. However, the degree of severity in reduced GPA was most severe for learners with elevations in both.

AN EXPLORATORY STUDY ON HOW MALE SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE CONNECT TO THEIR MATHEMATICS ANXIETY

Given that it is a required subject in both elementary and postsecondary education, mathematics has been identified by some students as being challenging. Numerous studies have been conducted on various facets of mathematics. However, further research on the psychological characteristics of males in math classes in secondary schools in Delta State is needed, which is why this study was conducted. The study aimed to determine if test anxiety levels among male secondary school students and their academic performance in mathematics are related. Two research questions and two hypotheses were used in the study. The study's design was a correlation. The research population consisted of all 1650 senior secondary year two (SS2) math students in Delta State. A sample of 771 male students was selected using a multistage sampling process. The Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was the instrument used to collect data. The reliability coefficient, calculated using Cronbach's alpha, was 0.69. The students’ mathematics scores represent their academic performance. To analyze the data, Pearson product-moment correlation was employed. The study's findings demonstrated that test anxiety levels did not correlate academic performance of male students in secondary school mathematics. Furthermore, there was a sizable gap among male secondary students who had high and low anxiety in math.

Anxiety, Depression, Stress, and Test Anxiety are Inversely Associated with Academic Performance Among Undergraduate Students Post-COVID-19 Confinement

ABSTRACT Background Addressing mental health illnesses among the college student population is pressing since they are associated with a decline in academic performance. Purpose This cross-sectional study investigates the impact of mental health illnesses and test anxiety on academic performance of 201 undergraduate students post-COVID-19 in U.S.A. Methods: A survey was administered between October 20th and November 3rd 2022 to collect data on demographics, mental health variables and GPA. Results Significant negative associations were observed between academic performance and depression (ß = –0.022, p < .01), anxiety (ß = –0.015, p = .01), stress (ß = –0.021, p < .01), and test anxiety (ß = –0.011, p < .01). There was a significant difference in GPA between all labels of depression and stress (P = .01 and P < .01 respectively). For test anxiety and GPA, there was significant dose response relationship; the higher the test anxiety level, the lower the GPA (P < .01). Discussion Governments and higher education institutions should provide the necessary academic, social, mental, and financial support during and post-confinement. Translation to Health Education Practice The findings may be valuable for health educators who can reach stakeholders and highlight the importance of addressing these mental health illnesses and applying systematic mental health treatment plan on college campuses.

Test anxiety and its determinants among health sciences students at Mattu University: a cross-sectional study.

Test anxiety is a particular type of anxiety that is marked by physical, cognitive, and behavioural symptoms when taking and performing tests. It is defined as "severe stress" before, during, and after exams and other assessments. Test anxiety could cause poor academic performance and increase dropout rates. This study aimed to determine the levels of test anxiety and its determinants among health sciences students at Mattu University. An institution-based cross-sectional study was conducted among 421 selected students from June 1 to June 30, 2021. The study utilized the Westside Test Anxiety, the Oslo Social Support Scale, the Rosenberg Self-esteem Scale, and the Kessler Scale to assess test anxiety, social support, self-esteem, and psychological distress, respectively. The collected data were entered into EpiData version 3.1 and then exported to STATA version 14.0 for analysis. A linear regression model was used to determine factors associated with test anxiety. The multiple regression assumptions were checked for each variable. Statistically significant effects were assumed for a p-value of less than 0.05 at a 95% confidence interval in the multiple linear regression analysis. A total of 416 (99%) participants were completed out of the 420 questionnaires administered. The mean score of test anxiety among participants was 25.3 (SD: ±5.51). Tobacco use (β: 1.028; 95% CI: 0.709-1.347), khat chewing (β: 0.115; 95% CI: 0.038-0.192), self-esteem (β: -0.049; 95% CI: -0.062-(-0.036)), psychological distress (β: 0.022; 95% CI: 0.017-0.027), and physical activity (β: -0.162; 95% CI: -0.224-(-0.099)) were shown to have a significant association with test anxiety. Test anxiety was common in the study area. Current substance use (tobacco use and khat chewing) and psychological distress were discovered to be factors that exacerbated test anxiety, whereas self-esteem and physical activity were discovered to be factors that alleviated test anxiety. Therefore, students and stakeholders need to work to discourage those factors that increase test anxiety while promoting factors that alleviate it.

Üniversite Öğrencilerinin Depresyon Düzeyleri ve Sınav Kaygı Düzeyleri Arasındaki Ilişkinin İncelenmesi

Bu çalışmada, üniversite öğrencilerinin sınav kaygı düzeyleri ve depresyon düzeyleri arasındaki ilişki incelenmiştir. Araştırmanın örneklemini internet üzerinden gönüllü katılım sağlayan 208 (119 kadın ve 89 erkek) ön lisans, lisans ve yüksek lisans/doktora öğrencisi oluşturmaktadır. Verilerin toplanmasında, Beck (1976) tarafından geliştirilen Beck Depresyon Ölçeği (BDÖ) ve Baltaş (1999) tarafından geliştirilen ve Bahçeci (2006) tarafından güncellenen Sınav Kaygı Ölçeği (SKÖ) kullanılmıştır. Verilerin analizinde; pearson momentler çarpımı korelasyonu, bağımsız örneklem t-testi ve anova teknikleri uygulanmıştır. Araştırma bulgularına göre araştırmaya katılan öğrencilerin depresyon düzeyi puanları ortalaması (11,78) hafif depresyon düzeyine ve kaygı düzeyleri puanları ortalaması (85,60) ise orta şiddette sınav kaygı düzeyine karşılık geldiği saptanmıştır. Buna göre üniversite öğrencilerinin depresyon düzeyleri ve sınav kaygı düzeyleri arasında orta düzeyde (r=0,688) ve pozitif yönde anlamlı ilişki vardır. Araştırmada ele alınan değişkenlerden cinsiyet ve yaş aralıklarına göre öğrencilerin depresyon ve sınav kaygı düzeyleri arasında anlamlı bir farklılık olmadığı ancak üniversite öğretim kademeleri ve fakülte değişkeni açısından anlamlı bir ilişkinin olduğu sonuçlarına ulaşılmıştır.

THE ROLE OF THE SCHOOL-FAMILY PARTNERSHIP IN THE EMOTIONAL REGULATION OF STUDENTS TAKING THE BACCALAUREATE EXAMINATION

School anxiety belongs to the category of social anxiety disorders and has broader consequences on emotional development. If a student’s academic self-concept does not align with their academic goals (such as success on an assessment), this can cause anxiety. Students may then try to use strategies to reduce the level of anxiety they feel. The ability to cope adequately with difficult academic assessment situations plays a major role in emotional regulation and increasing students’ psychological well-being. Our objectives for the study were to assess the level of test anxiety and level of worry of 12th-grade students, the level of communication between the school and the families of students taking the Baccalaureate Examination, to identify associations between students’ test anxiety and family involvement in students’ preparation and emotional regulation.

Correlation between Foreign Language Classroom Anxiety and Foreign Language Achievement of Freshman and Teaching Enlightenment: A Case Study of Chinese Medical Students

Anxiety in foreign language study is a kind of situational anxiety, which is called foreign language classroom anxiety(FLCA).It can be classified into three dimensions: communication anxiety, negative evaluation anxiety and test anxiety. In this paper, the Horwitz Foreign Language Classroom Anxiety Scale (FLCAS) was conducted on 273 freshmen majoring in medicine in medical colleges by random sampling. The results indicated that there is a significant positive correlation between students' communication anxiety, negative evaluation anxiety and English achievement. When students' communicative and negative evaluation anxiety level is increasing, their English learning achievement will also show an upward trend. On the contrary, students' test anxiety and English learning achievement has significant negative correlation. When students' test anxiety level continues to increase, their corresponding English achievement will show a downward trend. And it was found that communication anxiety accounted for the highest proportion among the three dimensions. Accordingly, this paper proposes some teaching Enlightenments aimed at relieving medical students' anxiety in college English class. This study conducted a preliminary study of specific anxieties present in a foreign language learning classroom. The findings provide evidence to elucidate the characterization of anxiety and its effects.

Perfectionism, test anxiety, and neuroticism determines high academic performance: a cross-sectional study

BackgroundAcademic performance is an important issue for Korean students. Various psychological factors contribute to academic performance. We aimed to evaluate the psychological factors that affect academic performance integratively.MethodsA total of 102 academic high achievers and 120 comparison participants were recruited. We evaluated psychological factors (test anxiety, perfectionism, personality traits, resilience, and self-efficacy) and measured academic performance using the College Scholastic Ability Test and the current college grade. We compared psychological factors and academic performance between the academic high achiever and comparison groups. Multiple linear regression was then conducted to identify the significant psychological factors for high academic performance. Further, we used cluster analysis to classify the comparison group by the significant psychological factors and compared them among clusters and academic high achievers to determine the psychological characteristics of academic high achievers.ResultsThe academic high achiever group showed lower test anxiety (p = .002), less neuroticism (p = .001), higher self-efficacy (p = .028), and less socially prescribed perfectionism (p < .001) than the comparison group. Multiple linear regression results (p = .020) clarified that neuroticism (p = .020), test anxiety level (p = .047), and perfectionism (p = .035) were important factors predicting better academic performance. Academic high achievers had moderate test anxiety and perfectionism levels, with the best performance on the College Scholastic Ability Test.ConclusionsNeuroticism, test anxiety levels, and perfectionism are important psychological factors for high academic performance. Interventions targeting these factors may help to improve academic accomplishments.