Test Anxiety Questionnaire Research Articles

An Examination of the Relationships between Pre-service Teachers’ Test Anxiety, Use of Social Networking Sites, and Cumulative Grade Point Average

This study aimed to determine situations or conditions that promote test anxiety, identify the frequent uses of social networking sites, and examine the relationship between social media use, test anxiety, and Cumulative Grade Point Average (CGPA). A test anxiety and social networking questionnaire which consisted of 49 items was administered to randomly selected pre-service teachers in a college of education at the end of the second-semester examination. A multi-stage sampling technique was employed to select 106 pre-service teachers. The data collected from the respondents was analyzed using Pearson’s Product Moment Correlation Co-efficient, mean, and frequency. In this study, it was found that taking an unannounced examination, feeling one should have done better than he/she did after an examination, waiting to see the results of an examination published, discussing with the tutor the answer one believed to be right, however, that was marked wrong and reading through the examination questions and feeling that one does not know any of the answers promote test anxiety among the pre-service teachers. The pre-service teachers used social networking sites predominantly to read news, get information regarding current social events, conduct research, share new ideas, relieve academic stress, share pictures, and view funny videos. It was found that there is a significant positive moderate correlation between test anxiety and the use of social networking sites among pre-service teachers. It was also found that, statistically, there was no relationship between test anxiety and CGPA, and CGPA and use of social networking sites.

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 & 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.

The effect of emotional freedom techniques on test anxiety in Iranian Paramedical students: a randomized controlled trial study.

Based on evidences, there has been no study conducted on the effects of emotional freedom techniques on Iranian medical students. Therefore, the present study aims to investigate the impact of emotional freedom techniques on examination anxiety in Iranian nursing and allied students. This randomized controlled clinical trial study was conducted in 2021. The sample included students from the School of Nursing and Midwifery and the School of Paramedical Sciences enroled from the second to eighth semesters. Based on inclusion criteria, 30 students were assigned to each group. The test anxiety questionnaire was utilized to assess the test anxiety of students. The educational sessions in the intervention group were structured according to the Church's educational package and were delivered in six non-face-to-face (online) sessions, each lasting 45 min, once a week. In the control group, no intervention was implemented. All statistical analyses were performed using IBM SPSS Statistics software version 24 (IBM SPSS Statistics). The mean age of students in the intervention and control groups were 25.22±1.85 and 22.80±1.80 years, respectively. After the intervention, the mean examination anxiety in the experimental group (50.88) significantly decreased to within the moderate range (25-75), compared to the mean examination anxiety in the control group (65.36) within the same range (P<0.001). Furthermore, the ANCOVA analysis indicated that the group and examination anxiety before the intervention were statistically significant. This positive impact on test anxiety is particularly promising for medical sciences students, who often endure heightened stress levels due to the rigorous nature of their studies and the demands of their profession.

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

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

Investigating Parental Pressure and Test Anxiety as Predictors of Examination Malpractice Tendency among University Undergraduate Students in Cross River State, Nigeria

Examination malpractice has been reported as a problem in education systems globally; recently in Nigeria the problem has become alarming and requires more attention. This study investigates parental pressure and test anxiety as predictors of examination malpractice tendency among undergraduate students at the University of Calabar and Cross River State University, Nigeria. Survey design was adopted, the study population comprised 3,068 final year undergraduate students in Faculties of Education in the two Universities (UNICAL = 1,811, CRSU = 1,257) and a sample of 1,534 selected through purposive and accidental sampling procedure. Two research questions and two corresponding hypotheses guided the study. “Parental pressure, Test Anxiety and Examination Malpractice Tendencies Questionnaire (PPTA &amp; EMTQ)” with a Cronbach Alpha reliability estimate of .83 was used to collect data. Data was analyzed using simple linear regression. Results revealed that parental pressure and test anxiety are significant contributors to examination malpractice tendencies among undergraduate students. It was recommended that school counselors in conjunction with school management and Ministry of Education should organize counseling conferences at regular intervals to counsel parents on how to stop undue pressure on their wards, as well as counsel students on how to avoid test anxiety.

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

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

The Effect of Mindfulness-Based Cognitive Therapy on Panic and Test Anxiety of Students with Panic Disorder in Kashan

Purpose: Mindfulness-Based Cognitive Therapy is effective on a wide range of mental disorders such as panic and test anxiety.The purpose of this research is to investigate the effect of mindfulness-based cognitive therapy on panic and test anxiety of students with panic disorder in Kashan city. Method: The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all students suffering from panic disorder in Kashan city in 2021-22, from which 30 students were chosen through convenient sampling method and randomly placed in the experimental and control groups (each group included 15 people). Participants first completed Spielberger's test anxiety questionnaire and Gutenberg's panic questionnaire (1989) and were both subsequently reevaluated once the experimental group had gone through mindfulness-based cognitive therapy. Data was analyzed using SPSS26 and by covariance analysis method. Results: The results showed that, when the significance level is 0.05, a significant difference in the test anxiety and panic was reported between the two groups of participants in the research (P&lt;0.05). Conclusion: Mindfulness-based cognitive therapy increases awareness towards physical and mental feelings and leads to trust and true acceptance of life events which reduces panic disorder.

Learners’ Characteristics and Cognitive Test Anxiety in Semester Examination among Students in National Open University of Nigeria

The paper focused on how learners’ characteristics influenced cognitive test anxiety among students of National Open University of Nigeria. The research design used for the study was cross-sectional survey, drawing on the population of 200,000 students at 200 to 400 levels, a sample of 460 were selected using simple sampling technique. Four hypotheses were tested at 0.05 level of significance. The instrument used for this study was Open and Distance Learners’ Cognitive Test Anxiety Questionnaire (ODLCTAQ) constructed by the researcher. The reliability coefficient of the instrument was 0.83 using Cronbach Alpha statistics. Chi-square statistics was used to analyse the data in order to test the hypotheses. The findings showed that the influence of employment status on students’ cognitive test anxiety was not significant (ꭓ2 (6)= 3.028; P=.805) but that students’ academic discipline had significant influence on students’ cognitive test anxiety (ꭓ2 (12) = 25.942; P=.011). Also, geopolitical zone of NOUN students had significant influence on cognitive test anxiety (ꭓ2 (6)= 20.331; P=.002). It is therefore recommended that management of National Open University of Nigeria should schedule well-spaced out examination timetable in order to take care of the students who are civil servants and those that work in the private companies to have more time to prepare for examinations so as to reduce their cognitive test anxiety. Faculties should put in place various means of reducing the cognitive test anxieties of the students through effective facilitations, discussions and practical sessions.

Frequency of Anxiety During Exam / Assessments among Medical Students

Background: The phenomenon of severe anxiety and self-doubt experienced by individuals prior to taking exams or assessments can significantly impair their performance, potentially leading to poor outcomes. Research on the prevalence and contributing factors of assessment-related anxiety among medical students in Pakistan is scarce. Objective: The aim of this study was to ascertain the prevalence of exam-related anxiety among medical students and identify its associated factors. Study Design: Cross sectional study. Settings: Allama Iqbal Medical College/ Jinnah Hospital Lahore Pakistan. Duration: Six months from 09-12-2022 to 09- 06-2023. Methods: After approval of the study proposal and attaining the informed consent of the medical students, they were explained the purpose of study. After inclusion, all the students were asked questions as per PHCC test anxiety questionnaire to determine presence as well as healthy or unhealthy nature of stress. All these students with anxiety were assessed for factors related to this stress including female gender, 1st year of medical college, oral exam, poor time management skills and pre-existing psychological distress. All data was collected in a self- made pro forma. Results: Total of 135 students, mean age was 23.30±2.48 years. Frequency of anxiety was 51.1% (n=69). Frequency of female gender factors in students with anxiety versus without anxiety was 52.3%% (n=56) versus 47.7% (n=51), 1st year in medical college 87.9% (n=58) versus 12.1% (n=8), oral exam 79.7% (n=59) versus 20.3% (n=15), poor time management skills 95.6% (n=43) versus 4.4% (n=2) and pre-existing psychological distress was 92.3% (n=24) versus 7.7% (n=2). Conclusion: The results indicate that a considerable proportion of medical students experience significant exam anxiety, with 51.1% affected. The study further revealed a notable correlation between anxiety and factors such as being in the first year of medical college, facing oral exams, inadequate time management skills, and pre-existing psychological distress. Given its prevalence, the issue of problematic exam anxiety among medical students warrants increased attention.

Relationship Between Test Anxiety and Academic Performance of Secondary School Students in Mathematics

The study looked into i) the relationship that exists between test anxiety and secondary school students’ academic performance in Mathematics. ii) Whether there is difference between the academic performances of students with high and low test anxiety levels in mathematics. Two research questions and two hypotheses guided the study. A correlation survey design was adopted. The study population consisted of 42,299 senior secondary two (SS2) students offering mathematics 2021/2022 in Delta State, Nigeria and 1,650 of those students were selected using a multistage sampling procedure. Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was used as the instrument for data collection which had Cronbach Alpha coefficient of 0.69. The students’ achievement scores in Mathematics in SS1 for 2021/2022 session represent their performance scores in the subject. Pearson product moment correlation was used to analyze the collected data. The study’s findings revealed there was a negative correlation and also majority of the students experienced high test anxiety. There was no significant connection between test anxiety and students’ academic performance in mathematics. Also, there was a significant difference between students with high and low anxiety, and their academic performance in mathematics. In light of the findings, it was recommended among other things, that mathematics teachers, school guidance counsellors should make a concerted effort to reduce the test anxiety of their students through proper teaching and conditioning and modeling the behavior of the students for better mathematics performance.

The prevalence and dynamics of the test anxiety in foreign students before and within COVID-19 pandemic in Ukraine

Test anxiety (TA) is a psychological condition of a person’s distress before, during, or after a test or other assessment. The prevalence and dynamics of TA before and after COVID-19 pandemic in foreign graduate medical students in Bukovinian State Medical University (Ukraine) was investigated. After receiving informed consent 6 year foreign students: 234 on the eve of COVID-19 pandemic and 74 students in spring 2023 anonymously filled in the TA questionnaire (Sarason I.G., 1980), total points ≥ 12 signified presence of TA. The average level of TA before COVID-19 pandemic was 6,3±2,8 points, while later in 2023 it increased significantly to 8,0±3,8 points, p&lt;0,01. In 2023 more than 70% of students answered that they “feel very panicky when they have to take a surprise exam” and more than 30% of graduates when taking tests, find that “their emotional feelings interfere with their performance”. More than 48% of students answered, that they “find themselves thinking of the consequences of failing during test”. Physical manifestations of TA included positive answer for the question “I sometimes feel my heart beating very fast during important examinations” in 74% of students and in 38% of cases students struggle with excessive perspiration. Around 30% of students “usually get depressed” or deal with any gastrointestinal problems after important tests. Totally in 2023 34% of examined students demonstrated borderline or present TA as compared to 15% before (p&lt;0,02). Thus, TA causing somatic and/or psychological distress is present in every third medical foreign student and has significantly increased within COVID-19 pandemic period in Ukraine, that’s why it deserves more attention.

Relationship between pre-service teachers’ mathematical knowledge for teaching fractions and their teaching practices: What is the role of teacher anxiety?

This study examined the role of mathematics anxiety in the relationship between pre-service teachers’ (PSTs’) mathematical knowledge for teaching fractions (MKTF) and their teaching practices. The study was based on the mathematics teaching proficiency model that identifies teacher knowledge and productive dispositions as variables that influence teachers’ practice. Data was collected from 171 PSTs using three instruments: mathematical knowledge for teaching fractions test, teaching practices test and mathematics anxiety questionnaire. Based on bi-variate correlation analyses, the results showed significant correlations: between PSTs’ MKTF and their teaching practices, and PSTs’ MKTF and their mathematics anxiety. Multiple regression analyses further showed that PSTs’ MKTF significantly predicted their teaching practices, and that anxiety increased magnitude of regression coefficient associated with MKTF in predicting performance in teaching practices. However, since the increase was insignificant, the study concluded that anxiety does not perform any significant role in the relationship between PSTs’ MKTF and their teaching practices. Thus, the study asserts that to train mathematics teachers in Ghana to proficiently teach mathematics depend on training them to acquire mathematical knowledge for teaching and independent of their anxiety levels. This study has implications for mathematics teacher education and professional development in Ghana.

Effect of Collaborative Learning Strategy on Senior Secondary School Students’ Anxiety and Achievement in Geometrical Construction in Abuja

The study researched on the effect of collaborative learning strategy (CLS) on senior secondary school students’ anxiety and achievement in geometrical construction (GC) in Abuja. Three research question and three corresponding hypotheses were answered and tested respectively. It was a Quasi-experimental design of the pre-test, post-test, non-randomized and non-equivalent control group type involving one experimental and one control group. A total of 157 (71 males and 86 females) SS1 students were involved in the study, 74 (33 males and 41 females) students for the experimental group and 83 (38 males and 45 females) students for the control group. 4-stage sampling technique involving stratified, simple random sampling and intact class techniques were used to arrive at the samples. Two research instruments, Mathematics Achievement Test (MAT) and Mathematics Anxiety Questionnaire (MAQ) were employed for data collection. Descriptive statistics and percentages were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) at the level of 0.05 level of significance. The findings of the study were that i. students taught GC using CLS had lower Anxiety Mean Score than those taught without the method, ii. students taught GC using CLS had higher Achievement Mean Score than those taught without the method iii. male students scored higher in the achievement test than their female counterparts when taught GC using CLS iv. there was significant difference between the Anxiety Mean Score of students taught GC using CLS and those taught without the method v. there was significant difference between the Achievement Mean Score of students taught GC using CLS and those taught without the method, and vi. there was significant difference between male and female students’ Achievement Mean Scores when taught GC using CLS. The study recommended that all education stakeholders should endeavor to provide all necessary support to allow mathematics teachers make use of CLS in mathematics classrooms.

Correlation between test anxiety and students’ chemistry achievement

This research examined the correlation between test anxiety and chemistry students’ achievement. It also looked at the moderating effect of school location and gender on the correlation between these two variables. In the study, a descriptive survey design was used. Using stratified random sampling, 222 chemistry students from senior secondary schools were selected. The instruments used were test anxiety questionnaire and chemistry achievement test. Pearson correlation and coefficient of determination were used for data analysis. The study indicated a significant negative correlation between test anxiety and chemistry achievement among students. In addition, there was no correlation between test anxiety and students' performance in chemistry when school location and gender were moderated for. It was therefore concluded that an increase in students’ test anxiety will decrease their achievement in chemistry and vice-versa, irrespective of their school location and gender. Consequently, it was recommended, among others, that the teachers, parents, curriculum planners and education stakeholders use cognitive, affective and behavioural approaches to minimize students' test anxiety to increase their achievement.

Modelling of Students` Personality and Self-concept on their Test-Anxiety towards Measurement and Evaluation course

This study established the most meaningful causal model for explaining the influenceofundergraduate students’ personality and self-concept on their test-anxiety towardsmeasurement and evaluation course. We adopted correlation research design in conductingthe study. The participants consist of 150 final year undergraduate students in the FacultyofEducation drawn using multistage sampling procedure. The instruments titled: Students’Personality Trait Questionnaire (SPTQ); Students’ Self-Concept Questionnaire (SCQ), andStudents Test-Anxiety Questionnaire (STAQ) were used for data collection. Datawereanalyzed using SEM-PLS applying the WarpPls software. Results generated a meaningful causal model for explaining the influence of undergraduate students’ personalityandself-concept on their test anxiety towards measurement and evaluation course. Themeasurement model showed a high level of validity and reliability. Results further showedthat 12 paths had a significant direct influence on the endogenous variables in the model. Most indirect paths showed no significant influence on the endogenous variables. It wasrecommended that university students form positive personality traits and self-concept toreduce their test-anxiety level.

The Analysis of Student’s Exam Anxiety and Its Effects on Psychological Reaction

Exams are a common activity at school, and students commonly experience anxiety related to exams. This study attempts to provide a general understanding of exam anxiety. This kind of study use quantitative descriptive research techniques and a test anxiety questionnaire as a tool for gathering data. The study's participants were SMAN 13 Padang students. Simple random sampling was used to select the subjects. This study combines descriptive analysis with data analysis tools. The findings of this study suggest that exam anxiety has a variety of manifestations. Each aspect has a different percentage; the emotional reaction aspect, which is the largest, falls into the high category, with a percentage of 38.9%; the cognitive reaction aspect, which is the highest, has a percentage of 53.7%; and the physiological reaction aspect, which is the largest, falls into the medium category, with a percentage of 37.9%. These findings suggest that many respondents struggle with exam anxiety. In order for attempts to combat and avoid exam anxiety, Counselling Guidance Teachers and Counsellors will use this research as information.

A QUASI EXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF GUIDED IMAGERY TECHNIQUE ON EXAMINATION ANXIETY AMONG ADOLESCENT STUDENTS IN SELECTED SECONDARY SCHOOLS, BENGALURU.

Guided imagery technique is a cognitive behavioural technique in which under the guided instructions a client is guided in imagining a relaxing scene or series of experiences. It is a gentle powerful technique more often used to promote relaxation and to provide therapeutic benets. Adolescents are very often susceptible to emotional distress due to exam anxiety .The aim of the study was to assess the effectiveness of guided imagery technique on examination anxiety among adolescent students. A quasi-experimental research which includes a pre-test, guided imagery technique training and a post-test was conducted. A convenient sampling was used to select the 60 adolescent students and their knowledge was assessed by multiple-choice questionnaire and standardized test anxiety questionnaire developed by Nist and Diehl. The results revealed that the mean post-test anxiety level score (14.97) was lesser than the mean pre-test score (21.2). The obtained “t” value was 5.74 which was signicant at p&lt;0.05 level .The study concluded that guided imagery technique is an effective intervention for reducing examination anxiety among adolescent students.

Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi-experimental study.

This research investigated the effectiveness of simulated video on test anxiety in the Objective Structured Clinical Examination (OSCE) among nursing and midwifery students. A quasi-experimental study with a two-group pre-test and post-test design. This study was conducted on 118 nursing and midwifery students in Shahroud northeast of Iran in 2019 using the census sampling method. The intervention group received a 15-minute OSCE simulation video half an hour before the test. Data were collected using the Sarason test anxiety questionnaire in two stages: one week before the test and after the simulation film was screened. Data were analysed using descriptive and inferential statistics (Independent t-test, Chi-square, Exact fisher and Paired t-test). At baseline, no significant difference was observed between groups in the total mean score of test anxiety. The mean score of test anxiety significantly decreased in the OSCE simulation video group after the intervention.

Gender, Test Anxiety and Self-concept as Factors in Basic Science Achievement of Junior Secondary School Students in Ikom Education Zone, Cross River State

This study examined the influence of Gender, test anxiety and self-concept on Basic Science achievement of Junior Secondary School Students in Ikom Education Zone of Cross River State, Nigeria. The study sample comprised 490 Junior Secondary three students drawn from a population of 3,317 using the stratified and simple random sampling technique. Three (3) research questions and three (3) corresponding hypotheses guided the study. The ex-post facto design was employed in the study and data collection was by means of Test Anxiety and Self-concept Questionnaire (TASCQ) as well as Basic Science Achievement Test (BSAT). Both TASCQ and BSAT were validated by two experts in Measurement and Evaluation and two in Basic Science. The reliability indices of TASCQ and BSAT were established using Cronbach alpha and KR-20 method respectively and this yielded 0.69 for TASCQ and 0.76 for BSAT. The hypotheses were tested using descriptive statistics and independent t-test. Results of data analysis showed significant influence of test anxiety and self-concept on Junior Secondary School Students’ Basic Science achievement but non for gender. Based on the findings, the paper recommended that Science teachers should employ effective teaching methods in Science classroom to improve students’ self-concept and also reduce test anxiety.

Comparison of the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial.

Midwifery services help maintain and improve the health of the community. However, a comprehensive examination reduces students' psychological well-being by creating anxiety. For this purpose, the present study was conducted to determine and compare the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial. This study was a quasi-experimental three-group study with available sampling method that was performed on 30 eighth-semester midwifery students of the School of Nursing and Midwifery of Isfahan University of Medical Sciences in 2020-2021. Data collection tools were psychological well-being and Test Anxiety Questionnaire. Two intervention groups were trained for eight sessions. The control group did not receive any training program. The data collected by SPSS version 22 software were analyzed by analytical statistical tests of ANOVA and least significant difference post hoc test. The results showed that there was a statistically significant difference between the three groups in terms of components of test anxiety and psychological well-being. Furthermore, emotion regulation training and mindfulness-based training reduced test anxiety and increased students' psychological well-being before the comprehensive test (P = 0.001). It is recommended that educational programs be considered before the comprehensive examination to promote the mental health and success of these students.