Reducing Test Anxiety Research Articles

Effectiveness of Self-Management Technique in Reducing Test Anxiety Among Secondary School Students

Effectiveness of Self-Management Technique in Reducing Test Anxiety Among Secondary School Students

Probiotic Supplement Preparation Relieves Test Anxiety by Regulating Intestinal Microbiota in College Students.

Test anxiety creates barriers to learning and performance, which further affects students' social, behavioural, and emotional development. Currently, the medication to treat test anxiety has not been reported yet. Here, we enrolled 120 students to evaluate the effect of probiotic supplement preparation (PSP) on test anxiety from the aspect of the intestinal microbiota. We found that the intake of PSP alleviated the symptoms of depression and anxiety in students with test anxiety by evaluating their mental state using the Hamilton Depression Rating Scale and Hamilton Anxiety Scale. High-throughput sequencing results indicated that the consumption of PSP increased the abundance of Streptococcus and Akkermansia that was lowered by the anxiety state in the intestinal microbiota of students. Meanwhile, taking PSP reduced the level of intestinal pathogens of Fusobacterium and Clostridium as well. In conclusion, our work shows that PSP can reduce test anxiety and restore the disturbed microbiota to the standard level in Chinese college students, rendering the use of PSP a promising strategy for test anxiety.

Examining the use of Kahoot to support digital game-based formative assessments in UAE higher education

Attempts to sustain economic growth and diversification within the Middle East have seen governments invested in various educational initiatives. In alignment with this ethos, the United Arab Emirates offers citizens, free education in government-funded higher educational institutes, and bursaries linked to grade point average scores.It is believed that incentivised learning environments provide a powerful motivation to stimulate academic excellence in summative assessments⁠—linked to grade point average scores. An unfortunate outcome of these environments may, however, be that non-grade point reliant tasks are not prioritised by learners. Thus, identifying pedagogical tools which engage student agency towards such tasks, is of obvious interest to educators working within these settings.One such tool which may engage student agency towards formative assessments, is the digital game-based learning platform Kahoot. Kahoot is known to have permeated many educational domains due to its claimed ability to transform classrooms into fun, competitive environments, where students are engaged and motivated to learn. There is, however, a sparsity of literature evidencing the effects that contextual or demographic influences may have upon this and other digital game-based learning tools effectiveness. As such, an explanatory case-based study situated in the United Arab Emirates incentivised learning environment, was undertaken to evaluate female students’ perceptions of Kahoot, as a formative assessment tool. To achieve this Mwanza's eight-step model for translating data into activity theory components was utilised to develop semi-structured interview questions (Mwanza, 2002). These questions permitted analyses of the social, the individual, and socio-economic structures influencing user engagement with this technology.Upon introduction of Kahoot as a formative assessment tool, into the incentivised learning context of the UAE, students described contradictions between classroom and institutional rules, community expectations and the divisions of labour. The transformed classroom environments resultant from resolution of these contradictions produced, greater learner collaboration, superior knowledge retention, reduced test anxiety, and increased levels of student satisfaction.In contrast with other contexts, this study evidenced that digital game-based learning did not predominantly influence student’s motivation to study outside of the classroom for formative assessments. Instead, conventional paper-based assessments provided the greater impetus to engage in out of class learning. This finding may have resulted from the socio-economic and socio-cultural perceptions of the students within this specific learning context.This study, therefore, urges researchers and educators to undertake shifts in their consciousness to acknowledge socio-cultural and intersubjective factors, which may impact upon the effectiveness of digital game-based learning as a formative assessment tool. This is in recognition of this study’s findings that such technologies, may be heavily dependent upon both contextual and demographic influences of those utilising them.Keywords: digital game-based learning; Kahoot; formative assessments; Mwanza’s eight-step model; student motivation; United Arab EmiratesPart of the Special Issue Technology enhanced learning in the MENA region

Positive effects of medical hypnosis on test anxiety in first year medical students

ABSTRACT Test anxiety of 625 medical students was assessed at semester start and two days prior to two oral exams with the PAF questionnaire [Prüfungsangstfragebogen]. Global and subscale scores for the categories emotionality, worry, interference, and lack of confidence were obtained at three time points. The first assessment was used to identify those participants (n = 104) who showed the highest PAF scores. Medical hypnosis against test anxiety was performed with one half ten days before the first exam. The other half served as a matched, untreated control group. The mean global PAF scores and the emotionality and lack of confidence scores showed a statistically significant reduction from assessment to assessment within the hypnosis group, but not in the control group. Interference increased significantly in the control group but not in the hypnosis group. In conclusion, medical hypnosis seems to be beneficial and effective in helping students reduce test anxiety.

Predicting test anxiety using the 3x2 achievement goal model

ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.

Effectiveness of Music Interventions to Reduce Test Anxiety in Pharmacy Students.

Background: The main objective of this pilot study was to evaluate the impact of a classroom activity involving music on anxiety associated with preparing for and taking an assessment. Methods: Two hundred and two (202) pharmacy students were randomly assigned to one of two conditions of the experimental study: active music playing (n = 103) versus passive music listening (n = 99). All students completed a pre-test, a mid-test, and a post-test including: an “Attitudes and Perceptions” survey, State-Trait Anxiety Inventory for Adults (STAI Survey), and a knowledge assessment. Data were analyzed to determine the impact each of the music interventions had on students’ test anxiety. Results: Both types of musical interventions produced similar results in terms of anxiety reduction. Faced with an upcoming test prior to the musical intervention, average state-trait anxiety scores increased; after the musical intervention, state-trait anxiety scores decreased. Conclusions: The use of music helped to reduce test anxiety, even after one brief musical intervention, regardless of whether students passively listened to music or actively played music.

Reducing Test Anxiety and Related Symptoms Using a Biofeedback Respiratory Practice Device: A Randomized Control Trial.

Test Anxiety is a widespread psychological phenomenon. With prevalence rates of 20-40 percent of university students, it impedes adaptive functioning and life quality. Many available treatments for Test Anxiety involve the intervention of clinicians and usually a few months are required before symptom reduction is reported. The present randomized controlled trial examined a simple behavioral intervention-the use of breathing tools-as an exclusive therapy for Test Anxiety. Specifically, the efficacy of a biofeedback respiratory practice device was examined. 34 students were assigned to 3 treatment groups during their exam period: Biofeedback device group, self-directed breathing exercise group, and psychoeducation group. Self-report measures of Test Anxiety were collected pre- and post-intervention. Participants also reported additional exploratory measures such as depression and anxiety, quality of life, and their perceived adaptive functioning post-intervention. The results reveal that only participants from the biofeedback device group reported a significant reduction in Test Anxiety symptoms (p's < 0.05). Participants from the biofeedback device group also reported a decrease in depression and anxiety symptoms and an increase in psychological wellbeing (p's < 0.05), a subscale of the quality of life questionnaire. Findings support the notion that using biofeedback respiratory devices may reduce students' Test Anxiety symptoms. Indications for further research are discussed.

Effects of blended aromatherapy using lavender and damask rose oils on the test anxiety of nursing students.

BACKGROUND:People experience extreme anxiety in testing situations, so it considers as a psychological condition and can actually impair learning and hurt test performance. People experience some degree of stress and anxiety before and during examinations. This study aimed to investigate the effect of blended aromatherapy using lavender and damask rose oils on the test anxiety of nursing students.MATERIALS AND METHODS:The present study was a single-blinded clinical trial study. Seventy nursing students were selected and randomly assigned to two experimental and sham groups. For the experimental group, seven droplets of lavender, 10%, and three droplets of damask rose oil, 10%, and for the sham group, ten droplets of sesame oil were poured on a nonabsorbent pad which was placed within a 20-cm distance from the students’ noses on their chairs’ handles. The data were collected by using a two-part questionnaire including demographic information and State-Trait Anxiety Inventory 1, before, 15 min after the intervention, and immediately at the end of the test. Data were analyzed using descriptive (frequency, mean, and standard deviation) and inferential (independent t-test, ANOVA with repeated measure, Fisher's exact test, and least significant difference post hoc test) statistics.RESULTS:It was found that no significant difference between the two groups in terms of age, the number of credits, Semester Grade Point Average and, gender, place of residence and marital status and the two groups were almost identical in regard of the above variables (P > 0.05). State anxiety mean scores of the experimental group were lower than the mean scores of the sham group, 15 min after the intervention and at the end of the test, and the difference between the groups was statistically significant (P < 0.05).CONCLUSIONS:Blended aromatherapy is effective in improving the test anxiety of nursing students. Therefore, it can be used as a therapeutic approach to reduce test anxiety.

Stress in Post-Secondary: Toward an Understanding of Test-Anxiety, Cognitive Performance, and Brief Mindfulness Meditation

Premised on cultivating present-moment awareness, mindfulness meditation (MM) programs have been shown to significantly reduce state-anxiety and improve cognitive performance in post-secondary students. With increasing popularity, briefer MM formats have been introduced to post-secondary institutions to combat the rising prevalence of student test-anxiety. However, research examining the efficacy of brief MM on a state-level test-anxiety response and its ability to improve cognitive performance in a testing situation is sparse. The present study examined the immediate effects of brief MM on state test-anxiety and cognitive performance. A sample of 50 undergraduate college students (N = 50) were randomly assigned to a brief MM or a control activity. In the current study, it was hypothesized that there would be lower state test-anxiety levels and higher cognitive performance in the brief MM group than the control group. Results revealed that the brief MM group had greater state test-anxiety reduction than the control group at post-treatment. Consistent with previous work, brief MM, however, did not promote any specific short-term benefits for cognitive performance. Our findings, however, converge with past research to suggest that brief MM may produce immediate, short-term state test-anxiety relief. Immediate anxiety relief may be beneficial for students during stressful academic periods.

A Transition to Mastery-Based Testing with the Hope of Increasing Student Persistence

ABSTRACT Evidence shows that to improve student persistence in mathematics, we must change our course design to encourage students to have a growth mindset. By using standards-based grading, students earn grades based on their actual learning, so they are motivated to persist with difficult topics until they achieve understanding. Mastery-based testing has the potential to reduce test anxiety, improve students' confidence in their mathematical ability, reduce grading workload for faculty, and improve content retention.

Effect of sleep, breakfast and physical activity on test anxiety and psychological distress

Introduction: Student psychological distress, emotional disorders, burnout and suicidal ideation are a bitter reality of our present day competitive educational system. Stress is heightened during examination periods. The essentiality of predictors is to find coping techniques to reduce test anxiety and psychological distress, simultaneously maintaining healthy stress and a healthy body, which is needed to drive performance. Material and methods: A cross-sectional study of female medical students for test anxiety and psychological distress was done on, the effects of sleep the night before examination, breakfast consumption before exam and students involvement with exercise or sports. Westside test anxiety scale and Kessler’s psychological distress K10 scale was used to assess the test anxiety and psychological distress along with self-reporting of breakfast consumption, involvement in exercise or sports and sleep duration in the night before exam. Results: This study shows significant negative correlation of test anxiety and psychological distress with duration of sleep. The mean test anxiety and psychological distress were higher with less sleep but odd ratio was not significant. The odds ratio of high Psychological distress were significantly lesser with physical activity Exp(B) 0.562 (95%CI 0.333, 0.949) and with breakfast consumption Exp(B) 0.456 (95%CI 0.268, 0.777). The odds ratios for high test anxiety with exercise and breakfast consumption are lower but not significant. Conclusion: Educational institutions should teach students on the beneficial effect of sleep, breakfast and exercise to reduce academic stress which can enhance students’ performance.

Testing the Efficacy of the FEAR—Model of Cognitive Behavioural Therapy in Treating Test Anxiety in Chemistry Students

Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of cognitive behavioural therapy in treating test anxiety in Chemistry students. We adopted a randomized pretest-posttest trial experimental design. A total of 153 participants served as the study sample. Two instruments were used for data collection. The participants were administered the instruments at three different times. Treatment manual for test anxiety was employed to deliver the therapy. Data analysis was completed using analysis of covariance. The researchers found that FEAR-model of CBT had a significant effect on participants’ test anxiety scores as measured by Cognitive Test Anxiety scale, German Test Anxiety Inventory, and Beck Anxiety Inventory at posttest and follow-up stages. The researchers concluded that FEAR—Model of Cognitive Behavioural Therapy is efficacious in the reduction of test anxiety among undergraduate Chemistry students in public universities.

Effect of Systematic Desensitization Technique in Reducing Test Anxiety Among Secondary School Students in Anambra State

Effect of Systematic Desensitization Technique in Reducing Test Anxiety Among Secondary School Students in Anambra State

The Effectiveness of a Mindfulness- Based Program in Reducing Test Anxiety and Enhancing Academic Self- Effcacy among High Achieving Students of Prince Sattam University

The Effectiveness of a Mindfulness- Based Program in Reducing Test Anxiety and Enhancing Academic Self- Effcacy among High Achieving Students of Prince Sattam University

Auricular stimulation vs. expressive writing for exam anxiety in medical students - A randomized crossover investigation.

ObjectiveAuricular stimulation (AS) is a promising method in the treatment of situational anxiety. Expressive writing (EW) is an established psychological method, which reduces test anxiety and improves exam results. The aim of this crossover trial was to compare AS with EW, and with the no intervention (NI) condition, for treatment of exam anxiety.MethodsHealthy medical students underwent 3 comparable anatomy exams with an interval of one month, either performing EW, receiving AS or NI prior to the exam; the order of interventions was randomized. AS was applied using indwelling fixed needles bilaterally at the areas innervated mostly by the auricular branch of the vagal nerve on the day before the exam. Anxiety level, measured using State-Trait-Anxiety Inventory (STAI) before and after the interventions and immediately before exam, was the primary outcome. Quality of night sleep, blood pressure, heart rate and activity of salivary alpha-amylase (sAA) were analyzed across 3 conditions.ResultsAll 37 included participants completed the study. Anxiety level (STAI) decreased immediately after AS in comparison with baseline (P = 0.02) and remained lower in comparison with that after EW and NI (P<0.01) on the day of exam. After EW and NI anxiety increased on the day of exam in comparison with baseline (P<0.01). Quality of sleep improved after AS in comparison with both control conditions (P<0.01). The activity of sAA decreased after EW and after AS (P<0.05) but not after NI condition.ConclusionAuricular stimulation, but not expressive writing, reduced exam anxiety and improved quality of sleep in medical students. These changes might be due to reduced activity of the sympathetic nervous system.

Cognitive–behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety

ABSTRACT Background and objectives: Cognitive–behavioral interventions have been shown to be effective treatments for test anxiety. Studies on school-aged populations, however, are lacking. Design and methods: In the present study we evaluated a six-session cognitive–behavioral intervention for test anxiety in a sample of secondary school students aged 14–16 years preparing for high-stakes examinations. Furthermore, we extended outcomes to include school-related wellbeing and clinical anxiety. A screening procedure was used to identify highly test anxious persons who were randomly allocated to intervention or wait-list control groups. Results: Test anxiety showed a large reduction following intervention compared to control group participants who showed a moderate reduction. Clinical anxiety showed a small to moderate reduction following intervention compared to control group participants who showed a negligible reduction. The reduction in clinical anxiety was mediated by concurrent reductions in test anxiety. Conclusion: This supports an integrative network approach that deactivating core aspects of anxiety can deactivate associated networks of anxiety symptoms. The intervention showed no impact on school-related wellbeing which increased at a similar rate for both intervention and control group participants. This is likely because test anxiety is just one contributor of many to school-related wellbeing. Implications for school-based treatments are discussed.

Effectiveness of Mindfulness on Test Anxiety and Educational Well-being in Secondary School Female Students

Abstract Introduction: The present study was aimed to assess the effectiveness of mindfulness on ‎test ‎anxiety and ‎educational ‎well-‎being ‎in ‎secondary ‎school female ‎students. Method: The study has been conducted based on ‎a semi-experimental design of pretest-posttest type ‎with a control group and a follow up stage. Forty students were selected based on a purposive sampling method and were assigned to two groups: (control and experimental groups, Each containing 20 individuals) based on a simple randomized method One of the experimental group received mindfulness training for a period of 10 sessions, each lasting for 45 minutes (twice a week). Data analysis was conducted using Multivariate Covariance Analysis (MANCOVA) and ANCOVA’s single-variable analysis method‏ ‏using SPSS software. Results: The results of MANCOVA showed a positive and significant effect of mindfulness training on test anxiety and academic well-being ‎(p <0.01). Also, the results of treatment in the follow-up test were stable after one and a half months‎ (p <0.01). ‎ Conclusion: ‎ According to the findings of this study it can be stated that‎ mindfulness training can help reduce test anxiety and improve academic well-being.

The Effect of Test Anxiety Psychoeducation Program on Test Anxiety and Irrational Beliefs

This study aims to examine the effect of test anxiety psychoeducation program on test anxiety and irrational beliefs. In the study, a semi-experimental pattern with pretest and posttest control group was used, and 13 subjects were included in the experimental group, and in the control group who are 8 th graders. In the data collection, the Test Anxiety Inventory and the Irrational Beliefs Scale were adopted. Ten weeks of test anxiety education was applied to the experimental group. No application was made with the control group. Mann-Whitney U test were used in independent groups in the analysis of the data gathered from 8 th grade students. Research findings showed that test anxiety education has a significant effect on the reduction of test anxiety and irrational belief scores of students in the experimental group. Based on research findings interpretations were made and suggestions on application and research were developed. Based on the findings of the research, the students who experienced the test anxiety intensely were identified and the implementation of the psychoeducation program to cope with the test anxiety was recommended to guidance teachers.

Aromatherapy for test anxiety in chiropractic students.

Up to 85% of college students experience test anxiety, which may contribute to decreased academic performance. The purpose of this study was to assess the feasibility of recruiting chiropractic students for a randomized trial involving aromatherapy for anxiety reduction. This study enrolled chiropractic students who were randomly assigned to separate rooms during a biochemistry test. Waterless diffusers dispersed a lemon and rosemary blend of essential oils in the experimental room and water in the control room. Students completed pretest surveys rating current and general anxiety. Posttest surveys included rating current anxiety. Analysis of covariance (ANCOVA) was preformed to determine within- and between-group differences for current anxiety. Feasibility was the primary aim, and the statistical significance of anxiety test scores between rooms was the secondary aim. Sixty-four students were included in the study. The feasibility of research methods was noted for adherence to the study protocol (informed consent, randomization, and survey distribution and completion) and resource allocation. Design improvements are required in recruitment methods, follow-up surveys, and intervention blinding. ANCOVA for between-group comparisons showed no statistically significant difference between groups' pre- and posttest anxiety scores (p = .22). Two reported side effects, eye and sinus irritation, could not be attributed to treatment group. Most students were willing to use aromatherapy for test anxiety in the future. We demonstrated feasibility in conducting a randomized study to measure the influence of aromatherapy on test anxiety in chiropractic students. A powered, randomized study is needed to determine if aromatherapy may be effective in reducing test anxiety.

Cognitive Behavioural Group Therapy on Test Anxiety Among Primary School Students

In an examination-oriented culture, test anxiety becomes a vital hindrance among students, leading to them developing a false belief concerning their innate capabilities. By implementing cognitive behavioral group therapy, students will develop a positive outlook and reduce test anxiety. The present study was aimed at examining the effectiveness of cognitive behavioral group therapy in alleviating test anxiety among primary school students. The study employed one-group pretest-posttest design. The sample of this study consists of forty (n=40) primary school students. Before cognitive behavioral group therapy, respondents completed the Westside Test Anxiety Scale (Driscoll, 2004). Respondents participated in four sessions of cognitive behavioral group therapy. Afterwards, the Westside Test Anxiety Scale was administered as a post-test. Findings revealed a reduction in test anxiety scores among the respondents who have received cognitive behavioral group therapy. Based on these findings, training of this paradigm should be implemented at primary school level as a preventative initiative to alleviate student test anxiety. The results of the present study are encouraging and should be re-examined with a larger sample size.