Reducing Test Anxiety Research Articles

Unveiling the potential of 360° videos: Tailored interventions for test anxiety within cognitive behavioral therapies

Abstract This study aims to evaluate the effectiveness of 360° video technology in reducing test anxiety. The objective is to evaluate whether 360° exposure in individual psychological counseling, aligned with Cognitive Behavioral Therapies (CBT), is more effective than imagined exposure at reducing test anxiety. The study was conducted with a sample of 26 participants who met the research criteria. 14 participants who met the inclusion criteria were included in the 360° exposure (experimental) group, while the remaining 12 participants were placed in the imaginary exposure (control) group. Data were gathered from seven measurements (Pre-test, 360° video Before, 360° video After, Post-test, 1 month before Exam, 1 week before Exam, 1 month after Exam). The effectiveness of the intervention was assessed using the Westside Test Anxiety Scale, the State Anxiety Inventory, and the Five Factor Model Personality Scales. The data were analyzed using two-way ANOVA and ANCOVA. According to the results of these analyses, 360° video exposure was found to be significantly more effective than imaginary exposure (F(6,144) = 105.64; p ¡ .001; 2p = 0.81). Similarly, the inclusion of covariates (neuroticism, state anxiety, and gender) in the analysis did not change. The findings suggest that 360° videos may offer a potential therapeutic tool in the treatment of test anxiety, demonstrating superiority over imaginary exposure. Nevertheless, additional research on the efficacy of 360° video is warranted, considering that the effectiveness of 360° video may differ across demographic groups and various types of 360° video and virtual reality experiences.

School-based mental health interventions: a feasibility study of the R.E.A.C.T. programme

ABSTRACT School examinations and assessments in the school setting can cause increased anxiety and may lead to the development of mental health issues. Early intervention has been suggested to combat stress and mental health issues in adolescents. The present study investigated the feasibility of implementing the multi-component R.E.A.C.T. (Reducing Exam Anxiety through Activity and Coping Techniques) intervention, an educational and physical activity-based programme aimed at reducing test anxiety and improving well-being. Outcomes were measured at baseline and post-intervention. The feasibility was explored through programme feedback, observations, a focus group and interviews. Data analysis was conducted through thematic analysis and statistical analysis (descriptive and Wilcoxon Rank Tests). A total of 199 students and 3 teachers from Northern Ireland took part in the study. Findings indicated that the intervention was feasible to be delivered with teachers. Both students and teachers found the programme engaging and described it as enjoyable and beneficial, reporting that it facilitated discussion on mental health and that students felt less anxious around examination periods. Finally, the R.E.A.C.T. programme was shown to be acceptable to be delivered as part of pastoral care or personal development programmes.

졸업학년 간호대학생의 핵심간호술에 대한 중요성 인식, 학습자기효능감, 시험불안이 핵심간호술 수행 자신감에 미치는 영향

The purpose of this study was to improve final year nursing students' confidence in performing core basic nursing skills by identifying the impact of nursing students' perception of the importance of core nursing skills, learner self-efficacy, and test anxiety on performance confidence. This is a research study. As a research method, the subjects of the study were 181 final year nursing students enrolled in nursing departments at three universities located in Provinces K, and data were collected from September 1 to September 13, 2024. Analysis of the collected data was calculated using t-test, ANOVA, Scheffe's, Pearson's correlation, and multiple regression analysis using SPSS Win 29.0 progaram. As a result of the study, the subjects' confidence in performing core basic nursing skills showed a significant positive correlation with learning self-efficacy (r=.636, p<.001) and perception of importance (r=-.635, p<. 001), and learning self-efficacy showed a significant positive correlation with recognition of importance (r=.744, p<.001). Factors affecting nursing students' confidence in performing core nursing skills were self-efficacy(β=.517, p<.001) and test anxiety(β=-357, p<.001), perception of Importance(β=.002, p<.05). Based on the results of this study, in order to improve nursing students' confidence in performing core nursing skills, it is believed that it is necessary to develop an educational program to increase learning self-efficacy in core nursing skills along with finding ways to reduce test anxiety.

THE RELATIONSHIP BETWEEN INTRINSIC MOTIVATION, ACADEMIC SELF-EFFICACY, LEARNING ENGAGEMENT, AND TEST ANXIETY, AS PERCEIVED BY UNIVERSITY STUDENTS

Test anxiety or academic anxiety is an emotional state characterized by intense fear, nervousness, and stress that occurs in the context of academic assessments such as exams, tests, projects, or presentations. Test anxiety negatively affects efficiency in academic tasks, leading to decreased academic performance. Test anxiety in students can be generated or fostered by both individual and contextual, school-related factors. Teachers can play an important role in reducing test anxiety in students by adopting appropriate pedagogical practices and creating a positive, supportive, student-centered learning environment. The present work takes a structural modeling approach to explore the influence of intrinsic motivation, learning engagement, and academic self-efficacy on test anxiety. The results showed that while high levels of academic self-efficacy contribute to reduced test anxiety, learning engagement has a positive influence on test anxiety which is due to students’ expectations created by their involvement in the learning activities. Keywords: academic self-efficacy, intrinsic motivation, learning engagement, test anxiety, university students

Theoretical models, mechanisms, assessment methods, and intervention strategies for test anxiety: A narrative review

This study systematically explores the complexities of test anxiety and its effects on students’ academic performance. Test anxiety is an immediate response to external stress and is closely linked to intrinsic factors such as personality traits, perfectionism, and metacognitive beliefs. These factors play crucial roles in the development and persistence of anxiety, particularly cognitive worry and intrusive thoughts, that significantly moderate the relationship between perceived control and academic outcomes. Moreover, this study evaluates various interventions for reducing test anxiety such as cognitive-behavioral therapy, imagery reframing, hypnosis, self-hypnosis, and biofeedback devices. Although these interventions have proven effective, their impact varies across discrete cultural contexts, educational levels, and individual traits; therefore, more personalized and adaptable strategies are needed. Moreover, the potential of pharmacological approaches such as prescribing placebos presents new opportunities for clarifying the psychological mechanisms of test anxiety and integrating these findings into practical treatments. Nevertheless, research gaps remain, particularly regarding causal relationships between test anxiety and academic performance. Anxiety is often viewed to cause poor performance, but the reverse can also occur. Future investigations should delve deeper into these dynamics and contemplate the roles of family and school environments, which are often overlooked. The sustainability and effectiveness of interventions can be enhanced by integrating family therapy with school collaborations. In summary, this study advances the existing knowledge of test anxiety and offers valuable insights for future investigations and interventions. It also emphasizes the need for optimized assessment tools and real-time, adaptive interventions to improve students’ academic resilience and performance.

Efficacy of a hybrid take home and in class summative assessment for the postsecondary physics classroom

Abstract Assigning course grades to students requires obtaining accurate measures of the students’ understanding and knowledge of the topic. The induced stress from a traditional summative assessment is known to negatively impact student grades, confounding the connection between knowledge and test grades. Documented approaches to reduce stress during examinations can lead to a distracting testing environment (two-stage tests) or are subject to cheating (take-home tests). We have developed a hybrid take-home/in-class exam that avoids such difficulties. We present herein the responses from student surveys conducted after each exam. The results of the surveys indicate that the hybrid exam method reduces test anxiety while improving students’ self-reported mastery of physics, as compared to traditional in-class summative assessments. These findings are significant at the p < 0.05 level. Lastly, we discuss the difficulties encountered in applying this test approach.

Effect of the Students’ Test Anxiety Prevention Program on Students’ Experiences of Test Anxiety: A Mixed-Methods Experiment

This study aims to introduce the Students’ Test Anxiety Prevention Program (STAPP), an intervention for test anxiety for university students in Iraq. We also evaluated its effectiveness against test and state anxiety. The STAPP is a short three-session intervention program comprising expressive emotional dialog, psychoeducation, and educational and cognitive–behavioral therapy techniques. Numerous studies have shown the effectiveness of cognitive–behavioral techniques among other populations; however, most interventions in Iraq focus on posttraumatic stress disorder. In this explanatory sequential mixed-methods study, we used an experimental design in the quantitative phase and conducted a focus group discussion in the qualitative phase. The study was conducted among a sample of Iraqi university students, as there is scarce research on test anxiety interventions among the Iraqi student population. Convenience sampling was used to select 60 participants—35 women and 25 men—randomly assigned to the control or intervention groups. The test-retest approach was used to compare test scores and state anxiety for both groups. The focus group discussion included seven members from the intervention group. The results suggest that STAPP is effective in reducing test anxiety. However, no significant changes were observed in state anxiety in the post-test phase. State anxiety is transient, whereas test anxiety represents a persistent trait. Participants displayed elevated levels of state anxiety, which may be attributed to coronavirus disease 2019-related stressors. Intervention programs should include exercises that facilitate transferring and generalizing learned material in various anxiety-provoking situations.

Effects of a muscle relaxation exercise programme on test anxiety and sleep quality among fourth‐year nursing students before comprehensive examination in Palestine

AbstractIntroductionThere is a lack of research on the effect of progressive muscle relaxation (PMR) on minimising test anxiety and enhancing sleep quality among nursing students in Arab countries, including Palestine. Therefore, this study aimed to investigate the effects of a PMR intervention programme on test anxiety and sleep quality in fourth‐year nursing students before the comprehensive examination in Palestine.MethodsA one‐group pre‐/postdesign was conducted on a group of fourth‐year nursing students before the comprehensive examination (N = 60) at Arab American University in Palestine. The PMR programme consisted of five sessions lasting 45 min over the course of 1 week and was implemented from the beginning of January to the end of January 2024.ResultsFindings indicated a significant difference in test anxiety pre‐ and post‐PMR exercise (t[59] = 19.3, p < .01). Also, a significant difference was found in sleep quality before and after the PMR exercise (t[59] = 15.4, p < .01). Additionally, no difference was found in test anxiety and sleep based on age and gender pre‐/post‐PMR intervention programme.ConclusionThis study proposes that PMR effectively reduces test anxiety and improves sleep quality among nursing students. Therefore, the PMR programme should be incorporated as a therapeutic intervention for nursing students and students in general and particularly those suffering from test anxiety and poor sleep quality. Also, mental health counsellors and instructors can use such interventions in their therapeutic management as non‐pharmacological therapy.

A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

Researchers have recognized collaborative problem-solving as a key competency for addressing sustainability challenges through creative and holistic approaches. Nevertheless, transforming traditional individual assessments into collaborative examinations to improve collaborative problem-solving is challenging. This study examines the experiences and perceptions of Korean undergraduates regarding two-stage examinations comprising individual and team components. Semi-structured interviews with nine students yielded results in eighteen subthemes categorized into four themes: process, positive aspects, negative aspects, and action items for support. Participants experienced a dynamic, collaborative problem-solving process through two-stage examinations; reported positive aspects, such as improved grades, learning opportunities, immediate feedback, and reduced test anxiety; and negative aspects, such as the burden of teamwork. As the first qualitative study of students’ perceptions of two-stage exams, this research explores transformative assessment practices that enhance collaborative problem-solving skills crucial for addressing global sustainability challenges. Furthermore, to promote collaborative assessments, this study discusses implications for educators planning to use two-stage examinations and offers suggestions for future research.

Evaluation of a brief intervention to reduce test anxiety in adolescents: a randomized control trial

Evaluation of a brief intervention to reduce test anxiety in adolescents: a randomized control trial

Mindfulness for test anxiety and negative self-evaluation in high school

There is growing evidence that mindfulness-based interventions reduce test anxiety in university-level students, but less is known about high school students. Adolescence is a time of frequent testing, identity concerns, and increases in self-conscious emotions. We hypothesized that test anxiety would be associated with negative self-referential thinking (negative self-thinking, study 1) and that Mindfulness-based Stress Reduction (MBSR) would reduce test anxiety, negative self-thinking, and self-judgment (study 2). 455 high school students (M age = 17.1 years (SD = 1.07), 43.2% female) reported their test anxiety and negative self-thinking in a cross-sectional study (study 1) and 33 high school students (mean age = 17.5 years (SD = 1.60, 88% female) reported measures at the pre-, post, and one-year follow-up during an 8-week MBSR course (study 2). Test anxiety was positively related to negative self-thinking (study 1). Test anxiety and self-judgment were reduced after participating in MBSR and remained low one year after (study 2). Negative self-thinking was not reduced during the intervention. MBSR seems promising in reducing test anxiety and self-judgment in adolescents and might increase awareness of negative self-thinking, perhaps also reducing the impact of such thoughts by encouraging observation of the thoughts as “events in the mind” rather than facts. Mindfulness training seems promising for reducing test anxiety in high school, but results need to be replicated in larger samples with a control group.

Efektivitas Relaksasi Aromaterapi terhadap Penurunan Tingkat Kecemasan Menghadapi Ujian pada Siswa Kelas VIII

Test anxiety is a pervasive problem related to the evaluative of educational programs. It is necessary to learn about the nature, causes, effects, and treatment so it is important to give the interventions to reduce test anxiety the students can show their best performance. The purpose of this study was to determine the effectiveness of aromatherapy to students who will take the exam. The participants were 17 students of 8th Grade. This experimental research design is a time series control group design with a pre-test and post-test group models. A scale of Test Anxiety based on the aspects by Cassady and Johnson (2002) was used to measure anxiety levels with a reliability value of 0.944. The analytical method used is the Friedman and Kruskal-Wallis test. This study found that aromatherapy was effective in reducing calculations in the test using the Kruskal-Wallis test with the Asymp value.Sig p <0.05, the test scores for participants between group KK, KE1, and KE2 based on the pre-test results with p = 0.450 , post-test 1 with p = 0.025, post-test 2 with p = 0.019, and post-test 3 with p = 0.011. Aromatherapy can be used to reduce test anxiety as an effective independent therapy.

Learning styles and test anxiety in nursing students.

Test anxiety has always been a common problem among students, which may be influenced by various factors such as learning styles. Considering the high prevalence of test anxiety in nursing students, the present study investigated the relationship between their learning styles and test anxiety. The present research was a correlational descriptive study conducted in January of 2023, in which 235 students from the first to sixth semesters in two nursing schools affiliated with Zanjan University of Medical Sciences were selected by stratified random method. The data collection tools included demographic questionnaires, Kolb's learning styles, and Sarason's test anxiety, completed by the self-report method. The data were analyzed using descriptive and inferential statistics by SPSS (v. 26). The mean test anxiety score in students was 28.30 ± 3.56, which showed a high level of test anxiety, and most of them had a divergent learning style (32.2%). The highest mean of test anxiety was among students with divergent learning styles. Also, the relationship between learning styles and test anxiety is statistically significant. The LSD test for more detailed information showed that the level of test anxiety with divergent learning styles is significantly higher than those with convergent learning styles (P < 0.05). The findings showed that students with divergent learning styles suffer the highest test anxiety level. Considering that most nursing students participating in this research had divergent learning styles, it can be one reason for their high test anxiety. Because students with divergent learning styles mainly learn through seeing and experiencing, one of the solutions to reduce test anxiety in these students is to use observational learning methods as much as possible during teaching. Holding anxiety control and management workshops before the exam by psychological experts can be considered by educational managers.

Nurse Certification and Test Anxiety.

To determine the relationship between scores on the Westside Test Anxiety Scale (WTAS) and nurse certification rates. Nurse certification is associated with improved outcomes. Understanding intrinsic factors associated with low certification rates including test anxiety could help nurse leaders improve certification rates. This descriptive, correlational study used a convenience sample of 577 RNs with at least 2 years of nursing experience. Participants completed a survey of their demographics and the 10-question WTAS. Certified nurses were significantly older and had more years of experience. Noncertified nurses had significantly higher scores on the WTAS. Facilities working to increase their nurse certification rates may consider adding test anxiety reduction interventions to other levels of support.

Effects of mindfulness on test anxiety: a meta-analysis.

This meta-analysis evaluated the effectiveness of mindfulness-based interventions (MBIs) on test anxiety across diverse age groups and intervention modalities. Rigorous inclusion criteria were applied to select studies focusing on MBIs as the independent variable, with test anxiety as the outcome. A comprehensive search across multiple databases yielded 18 primary studies, contributing 20 comparisons. Data were extracted on study characteristics, sample sizes, and intervention details, and were analyzed using a random-effects model. The analyses incorporated 1,275 participants, with MBIs demonstrating a moderate to large negative effect on test anxiety (effect size = -0.716; 95% CI: -1.383 to -0.049). Moderation analysis indicated that mean age, number of sessions, and intervention delivery mode did not significantly influence effect sizes. Publication bias assessment suggested the presence of bias via Egger's regression (p = 0.025), though Begg and Mazumdar's test and Duval and Tweedie's trim and fill method indicated no missing studies. MBIs are effective in reducing test anxiety, though results should be interpreted with caution due to potential publication bias and unexplained heterogeneity. The impact of MBIs did not vary significantly with participant age, number of sessions, or delivery mode.

Brief Meditation on Test Anxiety of Eighth Grade Chinese Students: Chain-Mediating Roles of Mindfulness and Self-Efficacy

Numerous studies have revealed an alarming prevalence of test anxiety among Chinese junior high school students. Prevention of test anxiety in this population has become crucial. Brief meditation intervention (BMI) has shown promising results for promoting students’ well-being and reducing test anxiety, but its mechanism for reducing test anxiety remains unknown. This study examined the effects of BMI and the roles mindfulness and self-efficacy play in mediating between the intervention and test anxiety. The BMI was optimized in content and form and culturally tailored for Chinese eighth graders. It includes guided meditation with relaxation music, mindful breathing and body scanning, and positive suggestions that promote self-efficacy. Six eighth grade classes at an urban junior high school in Beijing (N = 202, Mage = 14.14, 102 males) were assigned to either a BMI group (3 classes, N = 103) or a control group (3 classes, N = 99). Test anxiety, mindfulness, and self-efficacy measures were administered before, in the middle of, immediately after, and one month after the intervention. Repeated measures ANOVA and mediation analysis indicated that BMI had a significant effect on reducing test anxiety and enhancing mindfulness and self-efficacy over time. The study also found that mindfulness and self-efficacy played a chain of mediating roles in the relationship between BMI and test anxiety. The mediation effect value accounted for 68.35% of the intervention effects.

The Intervention Effect of Online Mindfulness Training in Alleviating Youths’ Test Anxiety

With rapid development and modernization of today’s society, the resource inequality between rural and urban areas has enlarged, especially regarding adolescents’ mental health education. In order to provide alternative to adolescents with limited resources, this study targets test anxiety as example, aiming to explore the effectiveness of online mindfulness training in alleviating students’ test anxiety through a quasi-experiment. This study recruited youths from 12 to 18 years old and used their pre-test/post-test data on 186 trained participants ( Mage = 14.85, 57.5% male) and 217 propensity-score matched controls ( Mage = 15.35, 53% male). After careful analysis, the results proved the effectiveness of online mindfulness training in reducing test anxiety and showed that the online training was more beneficial for students with serious interpersonal problems. This study further provided implications for the use of technology in mental health education, promoting the care of psychological well-being in rural areas.

Short-term equine interaction for reducing test anxiety and facilitating coping skill development in college students during examination periods: A preliminary study

Mental health concerns are common among college students and more prevalent during examination periods when stress and anxiety are heightened. While the benefits of equine interaction have been reported, the impact of short-term equine interaction on coping skills valuable for managing test anxiety have yet to be studied. Therefore, the purpose of this preliminary study was to evaluate the impact of short-term equine interaction during the college examination period on development of coping skills and anxiety levels associated with testing, both self-reported and those reflected in physiological measures. Full-time college students engaged in a one-hour equine interaction session held on campus at the onset of final exam week. Participants completed a survey targeting perception of anxiety levels and coping skills. Heart rate and salivary cortisol measurements were collected pre- and post-session. Paired t-tests were performed between pre- and post- session measures and correlations between survey answers and physiological measures determined. Significant reductions were found in all areas of anxiety (Overall Academics P = 0.0003, Final Exam Preparation P = 0.0003, Taking Final Exam P = 0.0003). The reduction in exam-related anxiety was positively correlated to cortisol concentrations (r = 0.69, P = 0.03) with lower concentrations (P = 0.05) and increased heart rate (P = 0.003) post-session. Regarding coping skills, improvements were observed post-session in assertiveness (P = 0.008). Skill development coupled with reduced anxiety supports the potential benefits short-term equine interaction can offer students during the high stress periods, but these findings should be confirmed with more in-depth study.

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.

Using Virtual Reality Assisted Therapy to Reduce Cognitive Test Anxiety and Dysfunctional Metacognitions

Introduction Cognitive test anxiety and dysfunctional metacognitions can significantly impact an individual’s performance and overall mental health. However, the effectiveness of various treatment strategies, including Virtual Reality (VR) therapy, is yet to be fully explored.ObjectivesThis study aimed to examine the effectiveness of VR therapy in reducing cognitive test anxiety and dysfunctional metacognitions in adults.Methods A total of 64 participants were enrolled in the study, with 40 in the treatment group and 24 in the control group. Data were collected using the Metacognition Questionnaire-30, Cognitive Test Anxiety Scale, and a sociodemographic questionnaire. Paired samples t-tests were used to compare pretest and posttest scores, while independent samples t-tests were used to compare the means between the groups.Results The findings suggest that the treatment group experienced a significant reduction in cognitive test anxiety and negative metacognition scores following VR therapy. No significant changes were observed in the control group, and there were no significant differences in pretest scores between the treatment and control groups.ConclusionsThe study indicates that VR therapy may be an effective treatment strategy for reducing cognitive test anxiety and dysfunctional metacognitions. Further research is recommended to validate these findings and explore the potential of VR therapy in treating other psychological disorders.Disclosure of InterestNone Declared