Test Anxiety In Students Research Articles

تنظيم الذات الأكاديمي و علاقته بقلق الاختبار لدى عينة من طلاب الجامعة

The purpose of this study was to investigate the relationship between academic selfregulation and test anxiety of university students and to explore sex differences in academic selfregulation using descriptive and correlation method. 287 Al Azhar university students participated in the study ( 148 male and 139 female ). Academic self-regulation and test anxiety scales were administered to the sample of the study. Results showed statistically significant negative correlations between Academic self-regulation and test anxiety. Moreover, There were no statistically significant differences between male and female students in Academic self- regulation except environmental structuring and learning responsibility. In addition, learning responsibility, organization and goal setting were good predictors of test anxiety. Results of this study were discussed in terms of theoretical perspectives and previous literature. Recommendations and suggestions for future research were included.

Is test anxiety a peril for students with intellectual disabilities?

Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in South Australia. It also provided insights into the reasons for high-test anxiety in the participants under study. The Spielberger's Test Anxiety Questionnaire was administered on students with intellectual disabilities in stage 1. Interviews were conducted with participants with intellectual disabilities, parents and teachers in stage 2. Questionnaire findings revealed that the majority of the adolescent females and males and all adult females with intellectual disabilities had high test anxiety scores. However, the majority of adult males with intellectual disabilities obtained moderate test anxiety scores. In the worry and emotionality subscales, it was also found that the majority of adolescents and adults with intellectual disabilities were found to score high. The high test anxiety scores have been justified by the interview responses obtained from the three groups of respondents. A number of factors have been identified to be the major predictors of test anxiety in students with intellectual disabilities.

Modeling the Causal Relationships among Test Anxiety, Working Memory, and Academic Achievement of Primary Stage Students in Oman in the Light of the Processing Efficiency Theory

This study aimed at investigating the relationships among test anxiety, working memory, and academic achievement in the light of the processing efficiency theory. The sample of the study included 159 fifth graders (84 females and 75 males) distributed over three public elementary schools in the Sultanate of Oman. Results of the mean testing analysis showed that the participants had high levels of worry and emotionality as well as overall test anxiety (both worry and emotionality). The results of the structural equation modeling analysis showed that (1) worry and emotionality had negative effects on central executive, phonological loop, and visuo-spatial sketch pad; (2) emotionality had a negative effect on the visuo-spatial sketch pad, and (3) central executive, phonological loop, and visuo-spatial sketch pad had positive effects on academic achievement. The results of the mediation analysis showed that the central executive and the phonological loop mediated the relationship between worry and academic achievement, and that the central executive, phonological loop, and visuo-spatial sketch pad mediated the relationship between emotionality and academic achievement. The results of the moderation analysis showed that gender was not a moderator of the relationships among worry, emotionality, central executive, phonological loop, visuo-spatial sketch pad, and academic achievement.

Modeling the Causal Relationships among Test Anxiety, Working Memory, and Academic Achievement of Primary Stage Students in Oman in the Light of the Processing Efficiency Theory

This study aimed at investigating the relationships among test anxiety, working memory, and academic achievement in the light of the processing efficiency theory. The sample of the study included 159 fifth graders (84 females and 75 males) distributed over three public elementary schools in the Sultanate of Oman. Results of the mean testing analysis showed that the participants had high levels of worry and emotionality as well as overall test anxiety (both worry and emotionality). The results of the structural equation modeling analysis showed that (1) worry and emotionality had negative effects on central executive, phonological loop, and visuo-spatial sketch pad; (2) emotionality had a negative effect on the visuo-spatial sketch pad, and (3) central executive, phonological loop, and visuo-spatial sketch pad had positive effects on academic achievement. The results of the mediation analysis showed that the central executive and the phonological loop mediated the relationship between worry and academic achievement, and that the central executive, phonological loop, and visuo-spatial sketch pad mediated the relationship between emotionality and academic achievement. The results of the moderation analysis showed that gender was not a moderator of the relationships among worry, emotionality, central executive, phonological loop, visuo-spatial sketch pad, and academic achievement.

Test anxiety in objective structured clinical examinations (OSCEs) compared with traditional assessment methods in undergraduate midwifery students

BACKGROUND: Final comprehensive exam is the most important examination for midwifery students to evaluate their professional ability and Test anxiety is a common phenomenon among college students. Because test anxiety is one of the problems of educational systems, this study was performed to compare test anxiety in objective structured clinical examinations (OS-CEs) and traditional assessment methods (TAM) among Undergraduate Midwifery Students. Methods: In this descriptive-analytical study, 52 students of Babol Midwifery College were participated in the study. 20 students were evaluated using TAM in November 2010, and 32 students were evaluated using the OSCE method in July 2011. Data were collected via a two-component questionnaire including demographic data and the test anxiety inventory (TAI). Results: All of midwifery students were women; the mean age of students, ages of father and mother’s were 23.1 ± 0.7, 52.3 ± 3.5 and 47.8 ± 4.9 years, respectively. Most of the students were single (61.5%). The mean education levels of father and mother’s were 11.6 ± 4.5 and 9.9 ± 4.0 years, respectively. The mean score of test anxiety in students was 42.51 ± 13.16. The most of participants did have moderate test anxiety (56.9%), two present not had any test anxiety, 37.3% had low test anxiety, and 3.9% had severe test anxiety. In sum, 98% had some degrees of test anxiety. There were the statistical differences in the mean score of text anxiety in OSCEs Compared with TAM in Undergraduate Midwifery Students (39.38 ± 13.81 vs. 47.35 ± 10.67, P = 0.033). Also, the mean severity of anxiety was different in two groups. The mean of moderate/severe test anxiety was more in TAM compared with OSCEs (52.57% vs. 49.56%, p = 0.000). The test anxiety had a positive correlation with father’s education, mother’s education (0.286, p = 0.042), father’s age, mother’s age, marital status, residency (0.292, p = 0.042). Also, there are negative correlations with student age, satisfaction, total Grade Point Average (GPA) (-0.387, p = 0.007), final score, type of assessment (-0.298, p = 0.033). There is a significant difference between the severity anxiety residency in total (p = 0.10) and OSCEs (p = 0.049) groups, mother’s education in total (p = 0.005) and OSCEs groups (0.012) and GPA (p = 0.028). Conclusion: OSCEs were superior to TAM in the reduction of test anxiety in midwifery students. The prevalence of test anxiety was in TAM than OSCEs method; therefore, using OSCEs is acknowledged as an effective assessment tool and is seen as the gold standard for evaluating clinical performance.

1454 – Relationship of life skills and self -esteem development with test anxiety and school performance in female students

The purpose of the current research was to study the relationship of life skills and self-esteem development with test anxiety and school performance in female students in the schools of Babol city in Mazandaran province. The sample size of the research involved 150 students selected by random cluster sampling. Participants were asked to answer Questionnaire on Life Skills and Self-Esteem Inventory by Cooper Smith and Test Anxiety Inventory by Sarrason while their previous term average(mean scores) was considered as a criterion for their school performance. Results of the research showed that there was a significant correlation between part of the factors embedded in Life Skills and Test Anxiety Inventory. Also, significant correlations between self-esteem and test anxiety and self-esteem and life skills were observed. However, no significant link was found between self-esteem and school performance. Furthermore, results from step by step regression testing revealed that only self-esteem made a significant contribution as a predicting factor to test anxiety as compared to another variable, namely life skills.

The Relationship between Emotional Intelligence (EQ) with Self-esteem and Test Anxiety and also Their Academic Achievements

The purpose of the present study is to investigate the relationship between the emotional intelligence (EQ) with Self-esteem and their test anxiety and also their academic achievements in bachelor and associate degrees. The statistical population involved in this study included all the accounting students in Azad University, Ghorveh Branch in the academic year 2012-13. The sample involved in this study included 100 accounting students selected randomly through the random sampling procedure and based on the statistical methodology principles of correlational studies. In this study, the 90-item Bar-on Emotional Quotient Inventory and Cooper-Smith questionnaire contains 58 questions about self-esteem, also the 25 item test anxiety questionnaire by Abolghasemi et al. were used in addition to the students' second semester average. Results showed that there are significant negative correlations between students' emotional intelligence and their test anxiety, and also between their test anxiety and academic achievements. There is also a meaningful positive correlation between their EQ and self-esteem and academic achievement. Also the results showed that there are significant negative correlations between students' self-esteem and their test anxiety. Also revealed that there is no significant difference between the emotional intelligence and self-esteem of the male and female students, but there are significant differences in male and female students' test anxiety suggesting that test anxiety of female students was greater than male students.

2685 – Effectiveness of life styles training on the reduction of test anxiety

Introduction and aim To improve health entails training how to achieve a normal life and to help individuals at risk avoid high risk behaviors. Instrumentation The research had an experimental method with pre- and post- test design. Statistical population of the research comprised all Payam-e-noor university students enrolling at academic year 2012-213 in Bobol branch. The studied sample of the research included 40 students dividing into two control and experimental groups, each with 20 students. Test Anxiety Inventory (TAI) was used to collect data. Inferential and descriptive statistics were used as criteria for analyzing data, and finally data were transferred to SPSS spreadsheet. Findings Results from research indicated that a significant difference amongst mean, test anxiety variables, experimental groups before and after implementing lifestyle training program was found. As a result, it could be stated that life style training would result in decreasing test anxiety in university students. Conclusion All individuals demonstrate some regular patterns of behaviors and habits when they are facing tasks and events in their own life. That pattern represents their life style. There are ample evidence that support the belief that students are affecting by many stressful factors such as worrying, depression, loneliness, failure, anxiety and conflict. Consequently, they should be provided with mental health. Similarly, they should have an opportunity to live a condition where they can be brave enough to encounter the reality of their life in order to adapt themselves to the changes and develop their maximum capacities.

Do Highly Test Anxious Students Respond Differentially to Fear Appeals Made Prior to a Test?

Prior research has suggested that fear appeals used in the primary classroom prior to a test, messages emphasising the importance of the test and the consequences of failure, may have negative pupil outcomes by increasing anxiety and reducing test performance. This study aimed to examine whether this effect was stronger in those students who were highly test anxious to begin with. The study lasted for two weeks, where students were given fear appeals concerning an end-of-week class test for one week and no fear appeals in the other week in a counterbalanced design. Students reported higher state anxiety following their class test at the end of the week in which fear appeals were made by the classroom teacher and also performed worse in the class test. Although students with high trait test anxiety to begin with reported fear appeals to be more frequent and threatening, they did not report higher state anxiety and perform worse than their low test anxious classmates. These findings add weight to the view that fear appeals are not an effective classroom practice when used prior to tests.

تنظیم الذات الأکادیمی وعلاقته بقلق الاختبار لدى عینة من طلاب الجامعة

The purpose of this study was to investigate the relationship between academic selfregulation and test anxiety of university students and to explore sex differences in academic selfregulation using descriptive and correlation method. 287 Al Azhar university students participated in the study ( 148 male and 139 female ). Academic self-regulation and test anxiety scales were administered to the sample of the study. Results showed statistically significant negative correlations between Academic self-regulation and test anxiety. Moreover, There were no statistically significant differences between male and female students in Academic self- regulation except environmental structuring and learning responsibility. In addition, learning responsibility, organization and goal setting were good predictors of test anxiety. Results of this study were discussed in terms of theoretical perspectives and previous literature. Recommendations and suggestions for future research were included.

Text Anxiety in Adolescents: The Role of Self-Criticism and Acceptance and Mindfulness Skills

The current study sets out to explore test anxiety in adolescent students. The effect of sociodemographic variables on test anxiety was controlled for and the relationship between test anxiety and other psychological constructs, such as self-criticism, social anxiety, acceptance and mindfulness, was examined. In addition, the predictive effect/power of these variables was analyzed and a comparative study between high and low test anxiety adolescents was conducted. Participants in this study were 449 high school students, 211 boys and 238 girls, with a mean age of 16.28 years. These participants completed a battery of self-report questionnaires composed by the Portuguese versions of Test Anxiety Inventory (TAI), Child Acceptance and Mindfulness Measure (CAMM), Forms of Self-Criticizing/Attacking and Self-Reassuring Scale (FSCRS), and the Social Anxiety and Avoidance Scale for Adolescents (SAASA). Results showed that gender, self-criticism and competencies for acceptance and mindfulness had a significant and an independent contribution on the prediction of test anxiety. The comparative study revealed that adolescents with high test anxiety score significantly higher in negative forms of self-criticism, social anxiety and lower in self-reassurance, acceptance and mindfulness, when compared to those with low test anxiety. Despite its exploratory nature, the current study adds to the existing knowledge on the influence of psychological processes, such as self-criticism and acceptance, on test anxiety. These findings might constitute a relevant contribution to psychological intervention with adolescents.

The role of perceived parental over-involvement in student test anxiety

The effects of perceived parental over-involvement on students’ level of test anxiety were examined in two studies. In study 1, parental over-involvement scale was developed. The sample comprised 105 male and female undergraduate college students between the ages of 21 and 26. The scale contained two aspects of parental over-involvement: parental attitudes toward academic studies and parental involvement in academic studies. Students’ self-reported attitudes toward academic studies were also included. In study 2, the effects of the three aspects on students’ level of test anxiety were examined. The sample comprised 90 male and female undergraduate college students, between the ages of 21 and 26. Research hypotheses were that the two aspects of parental over-involvement and students’ attitudes will positively correlate with students' test anxiety and that results will persist with high anxious students. Finally, an exploratory question was examined as to whether the two aspects of parental over-involvement will differ in their impact on test anxiety. As expected all three factors positively correlated with test anxiety; however, regression analysis indicated that only parental involvement was predicting text anxiety. Results for participants with high test anxiety partially supported research hypothesis as parental involvement correlated with test anxiety (TA) total score and with worry but not with emotionality. Findings are discussed as response to the exploratory question. Finally, although not hypothesized, academic education of parents was positively related to students' test anxiety. Results suggest that parental attitudes and behaviors are significant factors in college students’ TA.

Gender Differences in Test Anxiety and Academic Performance of Medical Students

The current research investigates gender differences in test anxiety level and academic performance of medical students. A sample of 150 medical students (75 males and 75 females) was drawn from the Services Institute of Medical Sciences (SIMS) within the age range of 17-24 years. Purposive sampling technique was used. ∗ Test Anxiety Inventory (TAI) by Professor Emeritus Dr. Charles D. Spielberger (1980) was individually administered to the participants. The author granted written permission for the use of TAI in this research. The results suggested that the female medical students reported significantly higher test anxiety level as compared to the male medical students (t = - 5.02, df = 148, **p < .01). Moreover, the results suggested that the male medical students achieved statistically significant higher GPAS as compared to the female medical students (t = 3.66, df = 148, **p < .01). Furthermore, significant negative relationship was found between test anxiety and academic performance of medical students (r = -.21, ** p < .01). The findings of this research have implications for helping professionals and academia in addressing the test anxiety of the students in higher education so that timely and effective counseling and therapeutic interventions could be introduced in medical colleges and universities.

EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE USED IN SCIENCE AND TECHNOLOGY EDUCATION ON SELF-EFFICACY, TEST ANXIETY AND ACADEMIC ACHIEVEMENT

The main purpose of this study was to determine the effect of teaching the "Force and Motion" unit of the Science and Technology class using the Student Teams-Achievement Divisions (STAD) technique on self efficacies, test anxiety and academic achievements of seventh grade students. The STAD technique was applied to the experiment group; the existing program based on constructivism to control-1 group, and traditional teaching methods to control-2 group. The analysis of the obtained data was achieved by using the one-way variance analysis (ANOVA). In conclusion, it was determined that the experiment group was more effective than the control groups in respect to self-efficacy and academic achievement. Moreover, significant improvements were obtained in the exam anxiety of the students in the experiment and control-1 groups compared to the group where traditional teaching methods were used. Key words: academic achievement, self-efficacy, student teams, academic divisions techniques, test anxiety.

Effects of Assertiveness Training on Test Anxiety of Girl Students in First Grade of Guidance School

The purpose of this study was to investigate the effect of assertiveness training on test anxiety of girl students in guidance schools. This study was a quasi-experimental design with pre-test post-test and two follow-ups. So among 74 students, 30 students who had test anxiety, were assigned as the experimental and control group(15 students in each group).The experimental group were taught assertiveness training for eight 50-minute sessions. The data were analyzed through ANOVA with repeated measuring. The results indicated that assertiveness training decreased the level of Test Anxiety in students significantly, and the reduction of Test Anxiety after assertiveness training remained stable over time.

Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students

The study investigated learning styles, school environment and test anxiety as predictors of learning outcomes among secondary schoolstudents. The participants were three hundred senior secondary two students randomly selected from randomly selected secondary schools in Iseyin Local Government Area of Oyo State. Their age ranged between 12 and 19 years with mean age of 15.4 years and the standard deviation of 4.56. The participants were administered four valid and reliable instruments to assess the predictors of learning outcomes among the students (learning styles, school environment and test anxiety). Pearson’s Product Moment Correlation and Multiple regression analysis were used to analyse the data. The result demonstrated that learning styles, school environment and test anxiety jointlypredicts the learning outcomes but test anxiety is the most potent predictor of learning outcomes. The implications of the findings for educational and counselling practice were highlighted.

The fear factor: students’ experiences of test anxiety when taking A-level examinations

This paper presents the findings of a pilot study that explored students’ experiences of test anxiety when taking A-level examinations. Four focus groups were convened with a sample of 19 participants in the south of England to explore the triggers of test anxiety and the perceived need for interventions to assist high test-anxious students cope with the examination process. The findings suggested that the participants experienced two types of anxiety: ‘pre-exam anxiety’ (relating to, for example, revision and mock examinations) and ‘exam-day anxiety’ (relating to practical concerns, such as school policy on the arrival of students and the time available to complete the examination). Only three participants reported feeling that their examination performance was significantly impaired by test anxiety; most reported that a degree of anxiety aided their performance. With test anxiety perceived by most participants as motivational and useful, there was little support for any interventions from examination boards, parents or teachers to help reduce or manage test anxiety. However, based on participants’ experiences of the pre-examination period, it is suggested that test anxiety may impede students’ ability to prepare for their examinations, and that interventions during this stage may be useful. The findings also imply that there are some practical steps that could be taken by the educational community to help reduce students’ test anxiety.

Practical Implications of Test Anxiety Tools—Response

Contrary to Lang and Lang's assertion that the performance of students lower in test anxiety was harmed by expressive writing, students with lower test anxiety performed just as well on their final exams in the writing and control conditions (Experiments 3 and 4 in our Report). Lang and Lang showed that having students imagine a person successful at solving scientific problems and write about the qualities of this person (i.e., priming competence) improved test performance of those higher in test anxiety, but harmed test performance of those lower in test anxiety ([ 1 ][1]). Although both our expressive writing and Lang and Lang's competence exercise are designed to enhance test performance, they are very different interventions. In expressive writing, students write about their feelings regarding the upcoming test. In the competence exercise, students write about the qualities of a successful test taker. In their study, task engagement explains the impact of the competence intervention on the test performance of students lower and higher in test anxiety. In contrast, we show that the extent to which one writes about negative thoughts and worries accounts for the benefits of expressive writing (our Experiment 2). ![Figure][2] CREDIT: ISTOCKPHOTO Given the different mechanisms, it is not surprising that the two interventions affect students with lower test anxiety differently. Whereas Lang and Lang's exercise primes competence and thus leads to less engagement for these students, our writing exercise need not relate to competence or engagement in this way. In support of this idea, in Experiment 1, we had some students expressively write before taking a low-pressure math test. If expressive writing primes competence, which in turn alters task engagement, then writing should hurt students' performance in a low-pressure situation. This is because students should approach a low-pressure test with high self-perceived competence (especially after succeeding on a similar pretest). Thus, priming competence further should lead to less effort and worse performance. However, we found that writing had no impact on low-pressure test performance. We suggest that writing allows students to express their negative thoughts and worries, which reduces the tendency to ruminate during the test. This expression is not necessary for those in a low-pressure situation or for students with lower test anxiety; thus, their performance is neither enhanced nor harmed by expressive writing. Lang and Lang do correctly point out that we do not provide direct evidence that expressive writing alleviated negative thoughts and worries during test performance. However, our intervention was guided by previous research showing that performance drops in high-pressure situations are accounted for by negative thoughts and worries ([ 2 ][3]) and that writing about worries alleviates the tendency to ruminate ([ 3 ][4]). If worries lead to poor test performance and writing helps alleviate these worries, then giving students the opportunity to express themselves should enhance test performance—especially for those highest in test anxiety. This is exactly what we found. Our evidence supports the counterintuitive idea that writing about worries benefits the performance of the most test-anxious students without compromising the performance of students lower in test anxiety. Thus, we see no need to screen people for test anxiety before they engage in expressive writing. 1. [↵][5] 1. J. W. B. Lang, 2. J. Lang , Psychol. Sci. 21, 811 (2010). [OpenUrl][6][Abstract/FREE Full Text][7] 2. [↵][8] 1. M. S. DeCaro, 2. K. E. Rotar, 3. M. S. Kendra, 4. S. L. Beilock , Q. J. Exp. Psychol. 63, 8 (2010). [OpenUrl][9] 3. [↵][10] 1. K. Klein, 2. A. Boals , J. Exp Psychol. Gen. 130, 3 (2001). [OpenUrl][11][CrossRef][12][PubMed][13][Web of Science][14] [1]: #ref-1 [2]: pending:yes [3]: #ref-2 [4]: #ref-3 [5]: #xref-ref-1-1 View reference 1 in text [6]: {openurl}?query=rft.jtitle%253DPsychol.%2BSci.%26rft_id%253Dinfo%253Adoi%252F10.1177%252F0956797610369492%26rft_id%253Dinfo%253Apmid%252F20435953%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [7]: /lookup/ijlink/YTozOntzOjQ6InBhdGgiO3M6MTQ6Ii9sb29rdXAvaWpsaW5rIjtzOjU6InF1ZXJ5IjthOjQ6e3M6ODoibGlua1R5cGUiO3M6NDoiQUJTVCI7czoxMToiam91cm5hbENvZGUiO3M6NToic3Bwc3MiO3M6NToicmVzaWQiO3M6ODoiMjEvNi84MTEiO3M6NDoiYXRvbSI7czoyNDoiL3NjaS8zMzIvNjAzMS83OTIuMS5hdG9tIjt9czo4OiJmcmFnbWVudCI7czowOiIiO30= [8]: #xref-ref-2-1 View reference 2 in text [9]: {openurl}?query=rft.jtitle%253DQ.%2BJ.%2BExp.%2BPsychol.%26rft.volume%253D63%26rft.spage%253D8%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [10]: #xref-ref-3-1 View reference 3 in text [11]: {openurl}?query=rft.jtitle%253DJournal%2Bof%2Bexperimental%2Bpsychology.%2BGeneral%26rft.stitle%253DJ%2BExp%2BPsychol%2BGen%26rft.aulast%253DLin%26rft.auinit1%253DE.%2BL.%26rft.volume%253D130%26rft.issue%253D1%26rft.spage%253D3%26rft.epage%253D28%26rft.atitle%253DThematic%2Brelations%2Bin%2Badults%2527%2Bconcepts.%26rft_id%253Dinfo%253Adoi%252F10.1037%252F0096-3445.130.1.3%26rft_id%253Dinfo%253Apmid%252F11293459%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [12]: /lookup/external-ref?access_num=10.1037/0096-3445.130.1.3&link_type=DOI [13]: /lookup/external-ref?access_num=11293459&link_type=MED&atom=%2Fsci%2F332%2F6031%2F792.1.atom [14]: /lookup/external-ref?access_num=000170958800001&link_type=ISI

P01-367-Evaluation of test anxiety in middle school students in one area of education of sanandaj city of kurdistan province of Iran, 2009

Child and adolescences experience a wide range of anxiety during their growth that some of them result in academic and daily difficulties. Test Anxiety as one of these anxieties, is common and important phenomenon in education and have a close relation with educational and academic achievement.Because of importance of physical and mental health of these groups, this study was performed.MethodsThis descriptive study was performed with 1321 students selected from six middle schools (through random cluster) from schools in one area education of Sanandaj. For data Collection, Sarason test anxiety and demographic characters questionnaire was used.Sampling was done before end year examinationResultsIn this study, 51/9% of subjects were girls and 48/1% were boy. 29/7% of units were in first degree; 28/2% second and 42/1% in third year degree. Also, 35/4% of boys and 37/8% of girls were 14 years old. Severity of test anxiety in 20/2% was mild, 44/9% moderate and 34/9% was severe. In this research, we found statistical differences between severity of test anxiety and gender (p = /.001).DiscussionThe results showed high rate of test anxiety in middle school students. In our opinion, addition to gender effect on test anxiety levels, other factors such as stress of transition from one level to another level and access in special schools have significant role. Therefore, school coaches should attention to pathology and therapeutic methods for reducing test anxiety such as relaxation, systematic desensitization, immunization against stress and skills of reading correction in these groups.

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.