Levels Of Test Anxiety Research Articles

Effect of test anxiety on students’ academic performance in mathematics at the senior high school level

The study explored the sources of mathematics test anxiety that affect students’ performance, the level of mathematics test anxiety among senior high school students, the effect of test anxiety on students’ academic performance in mathematics, and gender differences relating to test anxiety among students. The researchers used a descriptive survey design with a quantitative methodology. Multi-stage sampling technique (stratified and simple random) was used to select a sample size of 66 students from public senior high schools in the Cape Coast Metropolis. Data was collected using the test anxiety scale, a self-developed mathematics achievement test and a questionnaire. Data were analysed using both descriptive and inferential statistics. The study found that factors such as misunderstandings of mathematical concepts, fear of failure and embarrassment, exam preparedness, quality of mathematics instruction, and others significantly contribute to students’ anxiety while taking mathematics assessments. The results showed a significant negative correlation between anxiety levels and academic performance. Female students were found to have higher levels of test anxiety compared to male students. Teachers should prioritise improving students’ comprehension of mathematical concepts and create a nurturing learning atmosphere that promotes experimentation and minimises the fear of making mistakes.

Test Anxiety Among Czech Pupils in Lower-Secondary Education

Test anxiety remains a compelling focus of contemporary research. This attention may be, in part, due to the continued reliance on high-stakes testing, which plays a pivotal role in students' academic trajectories. Our research had several objectives. Given the lack of research on test anxiety in the Czech Republic, our primary aim was to adapt and validate the Children's Test Anxiety Scale (CTAS) on a sample of 740 lower-secondary students (ages 13-15). The results demonstrated adequate construct validity, supporting the three-factor model of the CTAS. Moreover, we investigated the relationship between test anxiety, academic self-concept, and educational outcomes alongside other demographic variables. Our findings revealed a strong negative correlation linking students' academic self-concept and test anxiety. Although no direct correlation emerged between test anxiety and educational outcomes, a linear regression indicated a significant shift: educational outcomes (grades) became significant predictors when considered in conjunction with academic selfconcept. Additionally, our study confirmed a significant impact of gender on test anxiety levels (girls exhibited higher test anxiety than boys) and a modest but significant correlation with parental educational background.

Investigating the Impact of Test Anxiety and Self-Regulation on Foreign Language Learning: A Quantitative Correlational Approach

The present study investigated the self-regulated learning strategies adopted by EFL learners, their levels of cognitive test anxiety, and the potential correlations between self-regulated learning and cognitive test anxiety. The study also examined whether gender and level of language proficiency had a significant effect on self-regulated learning and cognitive test anxiety. A correlational survey design was employed to investigate EFL learners and cross-sectional data were collected through an online questionnaire. Data analysis of 269 undergraduate students revealed that gender consistently emerged as a significant variable. Notably, female students exhibited higher mean scores in both self-regulated learning and cognitive test anxiety. Furthermore, the results consistently found a correlation between self-regulated learning and cognitive test anxiety, with self-regulated learning effectively predicting cognitive test anxiety. Specifically, the predictive power of self-regulated learning for cognitive test anxiety was found to be statistically significant only within the group of students at A2 language level.

The effects of assessment instruction and test anxiety on divergent components of creative problem-solving tasks

IntroductionThis study looked at how an assessment instruction and test anxiety (TA) can influence divergent thinking (DT) components of creativity in a playful robotic problem-solving task.MethodsWe measured TA and creative performance (TD) under assessment and non-assessment conditions in 122 secondary students engaged in creative problem solving (CPS).ResultThe aspects of DT (fluidity and originality) showed a tendency to be impacted by assessment instruction. Thus, under non-assessment conditions, the learners show higher fluidity and better originality in the first occurrence of the CPS task. In the second occurrence, time spent on CPS decreases. Moreover, the originality turns to be impaired in the second trial and only student under assessment maintain their engagement in the activity. No correlation was found between TA and DT, and no gender or age differences were observed. The results suggest that TA does not influence the performance of the students involved in creative problem-solving processes.DiscussionWe discuss the findings in relation to game-based learning specificities. The assessment instruction in playful activities can be perceived as a positive challenge and even the students showing higher levels of test anxiety do not perceive it as a threat. Furthermore, if time constraints are minimized, the impact of assessment instruction on creative performance might be further reduced. The finding of this study opens promising perspectives to the research on innovative forms of school assessment and creative problem solving.

Investigation of Candidate Teachers' Early Teacher Identity with Public Personnel Selection Examination Anxiety Levels

In this research aims to examine the candidate teacher's identity with Public Personnel Selection Examination (PPSE) anxiety levels. The research included 302 candidate physical education teachers (140 female and 162 male) aged between 21 and 28 (23.95±1.54). “Personal Information Form,” “Early Teacher Identity Scale (ETIS),” and “Public Personnel Selection Examination Anxiety Level Scale (PPSEALS)” were used as data collection tools in the research. According to the data obtained from the research, there was no significant correlation between the candidate teachers' PPSEALS scores and the ETIS scores. A significant difference existed between candidate teachers' grade levels with PPSEALS scores and ETIS scores. Compared to 3rd-grade and graduate students, 4th-grade students scored higher on the PPSEALS and ETIS. Although there was a significant difference between PPSEALS scores according to gender, there was no significant difference in terms of ETIS scores. According to this, women have higher PPSEALS scores compared to men. According to academic achievement status, no significant difference was found between the scores of PPSEALS and ETIS. The results obtained from the research revealed that candidate teachers have PPSE anxiety at a medium level and teacher Identity perception at a high level. As a result, it can be said that 4th-grade students' high perception of teacher identity leads to higher levels of test anxiety.

Test anxiety as a risk factor for use of psychoactive compounds in medical students

<p><strong>Introduction. </strong>Test anxiety implies an intense pathological fear in situations of preparing and taking exams which is a significant problem for 15–70% of medical students. The frequent use of psychoactive substances is recognized as a problem for young people. The aim was to determine the frequency and degree of test anxiety and the association with misuse of psychoactive substances in medical students of the Faculty of Medicine in Foča.<br /><strong>Methods.</strong> The research was conducted according to the principle of a cross-sectional study at the Faculty of Medicine in Foča. Students were offered a custom-made questionnaire containing general and specific questions for test anxiety and use and dependence of psychoactive compounds and social networks. Test anxiety was evaluated by Westside anxiety scale. <br /><strong>Results.</strong> The sample included 145 respondents, 69.7% females and 30.3% males. The results indicate that the degree of test anxiety does not differ in male and female students, but test anxiety is less pronounced in younger students and students with medium academic success. The level of test anxiety was correlated with the rate of psychoactive compound use. Psychoactive substances were used by 50.3% of students, primary for anti-anxiety, than for psychostimulation and for hypnotic effects. The most commonly used classes of psychoactive substances were plant anxiolytics, followed by benzodiazepines, marijuana, alcohol and narcotics/cocaine (18.6%, 12.4%, 12.4%, 8.3%, and 4.8%, respectively).<br /><strong>Conclusion.</strong> A significant number of students reach for anxiolytics and other drugs that can create addiction. Elevated levels of test anxiety are positively correlated with increased consumption of psychoactive compounds. However, the frequency of use of psychoactive compounds surpasses the frequency of altogether moderate, high and extreme test anxiety.</p>

Effectiveness of acute aerobic exercise in regulating emotions in individuals with test anxiety

High levels of test anxiety can cause negative emotional interference and have adverse effects in multiple aspects. It is currently unclear whether acute aerobic exercise can effectively reduce a series of negative emotions triggered by test anxiety. This study investigates the impact of 30 min of moderate-intensity aerobic exercise on the subjective emotional responses and frontal alpha asymmetry (FAA) in individuals with high test anxiety. Forty-four college students with high test anxiety were randomly assigned to an aerobic exercise group and a control group. Each group underwent two tests, involving subjective scale measurements and resting-state EEG recordings, with a seven-day interval between tests. Results showed that after 30 min of moderate-intensity acute aerobic exercise, the intervention group had significantly reduced scores in subjective negative emotional experiences, and FAA indicators significantly increased. The study suggests that acute aerobic exercise can enhance the emotional regulation ability of college students with high test anxiety and reduce their negative emotions.

Is Anxiety related to oral examination scores of Anatomy and Physiology? A study of pre-clinical MBBS and BDS Students.

To assess anxiety levels among 1st and 2nd year MBBS and 1st year BDS students in oral examinations of anatomy and physiology and to compare the anxiety scores among students of 1st and 2nd year MBBS and 1st year BDS. This cross-sectional study was conducted on 231 undergraduate (MBBS and BDS) students of University from Karachi durning December 2022 to May 2023. Westside anxiety scale was used to assess anxiety levels in students and the scores were compared with oral examination scores using One-way analysis of variance. Extremely high levels of anxiety was noted in relation to oral examination of Anatomy with a mean score of 25±3.801 while a mean of 30.00±5.170 was noted in Physiology in BDS students. However, significant results were observed on comparing Anatomy and Physiology oral examination scores among 1st and 2nd year students. In summary higher levels of test anxiety, especially for oral examinations was observed in MBBS students as compared to BDS students. It was also observed that anxiety levels were much higher for Anatomy oral examinations as compared to those for Physiology.

Using Systematic Desensitization to Create a Mindfulness Activity for Nursing Students With Test Anxiety.

Undergraduate nursing students are voicing high levels of test anxiety within their learning environments. The purpose of this study was to examine the impact of a mindfulness intervention, using systematic desensitization, on community college nursing students' test anxiety. Data were collected and analyzed with a sample of 107 students randomly selected for a control and intervention group. The intervention group, which listened to a mindfulness podcast while using muscle relaxation, had significantly lower post-intervention test anxiety scores (p <. 001) than the control group. Systematic desensitization is a type of mindfulness that nursing students can use to decrease test anxiety.

The Power of Perception: Unpacking the Role of Negative Thinking in High School Students’ Test Anxiety

The main purpose of this study is to determine the factors that contribute to the formation and maintenance of negative cognitions in adolescents. The present study employs a qualitative methodology to examine test-related negative cognitions of senior high school students with test anxiety. The consensus qualitative research (CQR) method was employed in the study design. Subsequently, fifteen randomly selected students were administered an inventory prepared using semi-structured interview questions, test anxiety, cognitive and behavioral therapy literature, and expert opinions. It was revealed that students' negative cognitions were clustered in four domains: self-oriented, other-oriented, future-oriented, and test-oriented. The self-orientated domain had three themes: self-criticism, lack of confidence, and high self-expectations. Other-oriented domain contained two themes: blaming others and concern about the social consequences of failing. The future-orientated domain had two themes: reading the future and intolerance to uncertainty. Lastly, the test-oriented domain had three themes: distraction during test, inefficient test-taking strategies, and negative study skills assessment. The study’s findings revealed that students have negative cognitions that have emerged as thoughts related to self, others, the future, and testing itself. These negative thoughts may affect students’ test anxiety levels, confidence, academic performance, and well-being. These findings were generally consistent with the literature and were discussed considering the relevant literature. It is suggested that mental health professionals and educators can use the cognitions addressed within the scope of the research to support students to improve their well-being, academic performance and resilience.

Phone-based virtual exploration of green space increases positive affect in students with test anxiety: a pre-post experimental study with qualitative insights

Nature confers a host of benefits including recovering from stress, replenishing attentional resources, improving mood, and decreasing negative thinking. Virtual nature, i.e. exposure to natural environments through technological means, has proven to also be efficacious in producing benefits, although more limitedly. Previous studies with immersive virtual reality with university students have shown that one bout of virtual nature can reduce negative affect in students with high test anxiety and can reduce feeling of worry and panic after several weeks of daily exposure. The present study aimed at replicating the effect of one bout of virtual nature on affect and extend it to cognition in a sample of university students with different levels of test anxiety. An inexpensive goggle + phone apparatus was utilized and the one bout of virtual nature was self-administered. 48 university students took part in the study, randomized between viewing a 360 degrees video of nature or of an urban environment. They completed the Positive and Negative Affect Schedule and the Cognitive Reflection Test before and after the exposure to the virtual environments and responded to open-ended questions about their experience of the intervention. Results showed improvements in positive affect in students with higher anxiety were obtained in the nature condition, no other effects were found. Qualitative appraisal indicated that participants in the nature condition felt more relaxed and focused, however the technical issues were detrimental to the benefits. In conclusion one bout of virtual nature could support students with higher test anxiety when confronted with examinations.

The Efficacy of GenAI Tools in Postsecondary Education

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary “study confidantes” for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education. Keywords: GenAI tools, assessments, learning outcomes

Emotional Intelligence And Test Anxiety Among Secondary School Students In EGOR Locality Of EDO State, Nigeria

The study investigated emotional intelligence and test anxiety among secondary school students in Egor Locality of Edo State, Nigeria with a view to guide them to overcome the usual fear syndrome associated with examinations.The study adopted a descriptive survey design.The target population consisted of 6069 (six thousand and sixty-nine) students in the 10 (ten) public Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria. A sample size of 380 (three hundred and eighty) secondary school class 2 students, were randomly selected from five randomly selected secondary schools in the study area. Two instruments, the Schutte self-report Emotional intelligence test (Schutte et al., 1998) and the Test Anxiety Questionnaire (Nist &amp; Diehl, 1990) were adapted to collect data for the study. Mean, Standard Deviation, Pearson Product Moment Correlation and t-test were adopted to analyse the data. Findings indicated a moderate level of test anxiety among the students, though not found to be dependent on the sex of students. A non-significant negative correlation was also found to exist between emotional intelligence and test anxiety. Based on the findings, it was recommended that the government should continue to deploy professional counsellors to schools to assist in improving the usual fear syndrome associated with examinations among students. In addition, school counsellors as a routine service, should provide students with skills to improve emotional intelligence and strategies that would help to overcome test anxiety.

Habitual rapid eye movementsleep predicts changes in test-anxiety levels weeks in advance.

Previous research has linked rapid eye movement sleep to emotional processing, particularly stress. Lab studies indicate that rapid eye movement sleep deprivation and fragmentation heighten emotional reactivity and stress response. This relationship extends to natural settings, where poor-quality sleep among college students correlates with increased academic stress and lower academic performance. However, there is a lack of research into how specific sleep stages, like rapid eye movement, affect real-life stress development. This study investigated whether habitual rapid eye movement sleep in college students can predict the future development of real-life stress symptoms associated with final exams. Fifty-two participants (mean age = 19 years, 62% females) monitored their sleep for a week during the academic semester using a mobile electroencephalogram device, and then completed self-evaluations measuring test anxiety and other relevant factors. They completed the same evaluations again just prior to final exams. We found that rapid eye movement sleep was the most dominant factor predicting changes in participants' test anxiety. However, contrasting with our predictions, habitual rapid eye movement sleep was associated with an increase rather than decrease in anxiety. We discuss these results in terms of the rapid eye movement recalibration hypothesis, which suggests rapid eye movement sleep modulates activity in stress-encoding areas in the brain, leading to both decreased sensitivity and increased selectivity of stress responses.

Current status and influencing factors of test anxiety of senior one students in Yanji, China: a cross-sectional study.

Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

Beyond COVID-19 Lockdowns: Rethinking Mathematics Education from a Student Perspective

The COVID-19 pandemic has recently reshaped education and life around the world. Undoubtedly, the return to face-to-face learning has been affected after two years of distance learning. However, research that focuses on post-COVID-19 is still limited. Therefore, this study investigates how students perceive the experience of returning to face-to-face learning after distance learning within the context of the United Arab Emirates (UAE). It emphasizes the possibilities and challenges that could be faced in improving face-to-face mathematics education. This study applied an exploratory sequential mixed-method approach, which involved collecting qualitative data from 13 students through a focus group, and then quantitative data was collected from 243 Cycle 2 and 3 students. The qualitative data were coded and analyzed thematically, while descriptive analysis was used to analyze the quantitative data. The qualitative and quantitative results revealed consensus on the main challenges that students experience as they return to face-to-face learning. On top of these challenges are students' lack of study skills, excessive use of technology, and high levels of math test anxiety. Research findings showed students’ preference for face-to-face learning while adding some aspects of distance learning. The results of this study are also expected to be a reference in the development of a new sustainable paradigm of face-to-face learning and as study material for subsequent research related to rethinking math education after COVID-19. Doi: 10.28991/ESJ-2024-SIED1-010 Full Text: PDF

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.

Test Anxiety Among STEM Students: The Case of Higher Education in Bangladesh

Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and STEM students' academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects., including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students' academic performance.

The effect of music therapy on non-stress test results and anxiety levels in high-risk pregnant women: A randomized controlled trial.

This study was conducted to determine the effects of music therapy on non-stress test results and anxiety levels in high-risk pregnant women. This randomized controlled study was conducted in pregnant women who were hospitalized in the High-Risk Pregnancy Service of Meram Medical Faculty Hospital, Konya, Turkey, between April 1 and July 31, 2021. In the intervention group (n = 58), a 20-min music therapy with ney sounds was performed, while in the control group (n = 58), routine care practices were applied. Hüseyni maqam of ney was selected, a melodic mode used by Turks for music therapy. Data were collected using the Descriptive Information Form, the Non-Stress Test Evaluation Form, and the State-Trait Anxiety Inventory. After music therapy, the intervention group experienced increased mean acceleration (p = 0.010) and foetal movement rates (p < 0.001) while no such difference was observed in the control group. The state anxiety levels of pregnant women differed significantly between the intervention and control groups (p < 0.001). Regression analysis showed that music therapy reduced state anxiety levels in pregnant women by a factor of 4.6 (p < 0.001). Based on the findings, music therapy was found to enhance acceleration and foetal heart rate in high-risk pregnant women while reducing state anxiety levels.

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.