Test Anxiety Scores Research Articles

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.

An Investigation of the Psychosocial Outcomes of Dry Eye Disease Treatment in Children with Computer Vision Syndrome.

Computer vision syndrome (CVS) is a common disorder among children and is often associated with dry eye disease (DED). While researchers have shown a higher prevalence of psychopathology in older patients with DED, the impact of CVS-induced DED on the psychological state of children is not well known. This study aimed to evaluate psychological outcomes before and after DED treatment in pediatric patients with CVS-related DED. In this study, a total of 38 children (32 girls, 6 boys) with CVS-related DED were evaluated with the Schirmer test, tear break-up time (TBUT), ocular surface disease index (OSDI), and Oxford grading scale at the time of diagnosis and after treatment with artificial tear drops. Additionally, quality of life (QoL) and anxiety and depression symptoms were assessed using self-report scales for children. The mean age and mean daily screen exposure of the patients were 13.95±2.42 years and 5.65±2.31 hours, respectively. After treatment, TBUT and Schirmer test values of the patients increased significantly, while OSDI values decreased (p<0.001 for all). The anxiety and depression scores of the patients decreased, while QoL functionality scores increased (p<0.05 for all) following treatment. There were significant correlations between Schirmer test values and anxiety scores (r=-0.32, p=0.045) and QoL total scores (r=0.38, p=0.016). Enhanced QoL and decreased anxiety and depression scores were associated with improved Schirmer test results, indicating that appropriate DED treatment may mitigate the psychosocial effects of CVS-related DED in pediatric patients.

Evaluating the efficacy of cognitive restructuring and exposure therapies on secondary school chemistry students' test anxiety: A randomized trial.

This study explored how cognitive restructuring (CR) and cognitive exposure therapy (CET) impacted test anxiety in chemistry students from Nsukka, Enugu State. Three research questions and hypotheses guided the investigation. A quasi-experimental design with a pretest, posttest, and 2 experimental groups was employed. The study involved 154 SSII chemistry students from 4 purposefully chosen schools within Nsukka. The Chemistry Test Anxiety Scale, Cognitive Restructuring Chemistry Treatment Package, and Cognitive Exposure Chemistry Treatment Package served as the data collection instruments. The Chemistry Text Anxiety Scale's internal consistency, measured by Cronbach alpha, was found to be 0.86, indicating good reliability. Descriptive statistics (mean and standard deviation) addressed the research questions, while Analysis of Covariance tested the hypotheses at a 0.05 significance level. Results showed that the students who were exposed to CR therapy had pretest mean test anxiety score of M̄ = 78.31, standard deviation (SD) = 8.63 and posttest mean test anxiety of mean [M] = 27.06, SD = 5.71, while those exposed to cognitive exposure had a pretest mean test anxiety score of M = 77.39, SD = 8.68 and a posttest mean test anxiety score of M = 32.62, SD = 11.04. The reduction in text anxiety scores of -51.25 and -44.77 for the students exposed to CR and cognitive exposure respectively. The students exposed to CR therapy had lesser posttest mean test anxiety score than those exposed to CET. The results revealed that students receiving CR therapy displayed lower posttest anxiety scores compared to those receiving CET. Additionally, no significant interaction between treatment and gender on test anxiety was found. It was concluded that CR therapy is better than CET in the management of test anxiety among chemistry students. Based on these findings, it was recommended that cognitive behavioral therapists should be invited periodically to educate students on the negative effects of irrational thoughts on academic performance.

Empowering Adolescents: Exploring the Relationship between Self-Esteem and Test Anxiety

Background: Test anxiety is a major cause of student non-performance, despite adequate preparation. This paper is part of a multi-centric youth behavior study project done in 2022 by the Association of Adolescent and Child Care in India (AACCI). Aims: to study self-esteem and test anxiety in school children. Methods: The tools used were RSES- Rosenburg Self-esteem Score (scores &gt;25 are considered high self-esteem and FTAS- Freidben Test Anxiety Scale (scores &gt; 7 are considered significant). Sample: 242 students (10-18 years) studying in a coaching class in Aurangabad (males 53.31%, females 46.69%). Validity &amp; reliability: The RSES - Guttman scale coefficient of reproducibility is 0.92, indicating excellent internal consistency. Test-retest reliability over 2 weeks reveals correlations of 0.85 and 0.88. FTAS- the internal consistency (Cronbach’s alpha) of the total and the three sub-scales of the FTA (range: .81-.91validity, 0.82 (girls) and 0.84 (boys). It has also been shown to be significantly correlated with peer evaluations of the degree to which test-related stress is experienced (Total: 0.54; Fear of Social Derogation: 0.52; Cognitive Obstruction: 0.64; and Tenseness: 0.78. Ethical issues: This project has been cleared by the AACCI IEC. Parental permission and assent of students were taken. Statistical analysis was done using t-test/ANOVA by GNU PSPP. Results: Analysis of our data showed that this sample had significant mean test anxiety scores: total FTAS (9.19±5.37). SD-Social Derogation (3.84±2.61), CO-Cognitive Obstruction (2.46±2.17), and T-Tenseness (2.88±1.95). Females showed higher scores - total FTAS (10.23±5.10) and SD (4.40±2.54). A strong correlation was found between FTAS score and SD factor across all ages with the strongest positive correlation coefficient for early adolescent female students r (24) =.92, p&lt;.001. Conclusion: Females had higher test anxiety scores, and lower self-esteem scores and will need specific intervention. Being judged by marks affects the self-esteem of adolescents. SD factor was significant across ages in this sample. AACCI conducts awareness programs for parents and teachers to reduce social pressure on children given high SD scores. We also conduct intervention programs for improving CO scores by instilling good study skills and habits and relaxation and stress relief methods to reduce T scores in the context of test anxiety.

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.

Cognitive profile, neuroimaging and fluid biomarkers in post-acute COVID-19 syndrome

We aimed to characterize the cognitive profile of post-acute COVID-19 syndrome (PACS) patients with cognitive complaints, exploring the influence of biological and psychological factors. Participants with confirmed SARS-CoV-2 infection and cognitive complaints ≥ 8 weeks post-acute phase were included. A comprehensive neuropsychological battery (NPS) and health questionnaires were administered at inclusion and at 1, 3 and 6 months. Blood samples were collected at each visit, MRI scan at baseline and at 6 months, and, optionally, cerebrospinal fluid. Cognitive features were analyzed in relation to clinical, neuroimaging, and biochemical markers at inclusion and follow-up. Forty-nine participants, with a mean time from symptom onset of 10.4 months, showed attention-executive function (69%) and verbal memory (39%) impairment. Apathy (64%), moderate-severe anxiety (57%), and severe fatigue (35%) were prevalent. Visual memory (8%) correlated with total gray matter (GM) and subcortical GM volume. Neuronal damage and inflammation markers were within normal limits. Over time, cognitive test scores, depression, apathy, anxiety scores, MRI indexes, and fluid biomarkers remained stable, although fewer participants (50% vs. 75.5%; p = 0.012) exhibited abnormal cognitive evaluations at follow-up. Altered attention/executive and verbal memory, common in PACS, persisted in most subjects without association with structural abnormalities, elevated cytokines, or neuronal damage markers.

Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul

Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.

Impact of Laughter Yoga on Test Anxiety and Education Stress of 8th Grade Students: An Experimental Study.

Objective: In an exam-based education system, it is of utmost importance to identify levels of test anxiety and educational stress that directly affect success, and to reduce anxiety. A study was conducted to examine the effects of laughter yoga on test anxiety and educational stress in 8th grade students in Turkey. Methods: A cluster sampling, parallel-group randomized controlled trial with pre-test/post-test design studied 64 students (32 in the intervention group and 32 in the control group). The intervention group received laughter yoga sessions twice a week for 6 weeks. The control group received no intervention. Data were collected by a demographic questionnaire, the Westside Test Anxiety Scale, and the Educational Stress Scale. Results: After laughter yoga, the intervention group showed a significant decrease in test anxiety (d = 0.859; p < 0.005) and educational stress scores (d = 0.52875; p < 0.001) compared to the control group. Conclusion: Laughter yoga was associated with decreased test anxiety and educational stress. Laughter yoga activities in schools are recommended to decrease educational stress and test anxiety of students.

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

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

The Mediating Role of Mindfulness in the Relationship between Psychological Resilience and Test Anxiety in Adolescents

Abstract Introduction: The examination of variables such as resilience and mindfulness, which may help adolescents who are enrolled in distance education cope with test anxiety, is important in terms of reducing test anxiety and increasing the efficiency of distance education. For this reason, it was aimed to examine the mediating role of mindfulness in the relationship between students’ psychological resilience and test anxiety. Methods: The study group included 840 high school students. Baron and Kenny’s causal steps approach was applied to investigate the mediating effect of conscious awareness on the relationship between psychological resilience and test anxiety. In addition, the bootstrapping method proposed by Hayes was used to determine the significance of the mediating effect of conscious awareness. Results: It was observed that there was a negative relationship between psychological resilience scores and test anxiety scores, a positive relationship between resilience and mindfulness scores, and a negative relationship between test anxiety scores and mindfulness scores. While psychological resilience had a negative effect on test anxiety, the indirect effect of psychological resilience on test anxiety was also found to be significant. Mindfulness provided partial mediation of the effect of resilience on test anxiety. Discussion: High levels of awareness and psychological resilience enable students to experience less stress. Conscious awareness, like psychological resilience, is therefore viewed as an important resource that enables a person to manage stressful situations, and it is believed to be effective in reducing one’s anxiety. Limitations: This study was limited to students enrolled in Anatolian high schools in Turkey who could be reached via convenience sampling, whose parents consented to their participation, and who were enrolled in distance education in 2021 due to the COVID-19 pandemic. Thus, a major limitation of the study is that data were only collected from students of Anatolian high schools, and the majority of the participating students were in their first or second years of high school. Conclusions: There is no prior direct research examining the mediating role of conscious awareness in the relationship between psychological resilience and test anxiety among high school students in the literature. In this regard, it is anticipated that this study will contribute to the literature. Within the scope of preventive guidance, educational guidance, and psychological counseling services, face-to-face and online psychoeducation programs based on conscious awareness can be designed by school psychological counselors to enhance psychological resilience, reduce students’ test anxiety, and support adolescents in coping with intensely stressful situations such as pandemics.

Investigating the Effect of a Group Psychoeducation Program on Test Anxiety: Implementation of the Balance Model within the Context of Positive Psychotherapy

The aim of this study is to investigate the effect of a Test Anxiety Group Psychoeducation Program based on the Balance Model within the context of Positive Psychotherapy on the test anxiety scores of high school students experiencing test anxiety. The experimental group consisted of 14 students, 8 females and 6 males, attending the 11th grade in a state high school in Ankara/Türkiye, who were identified by the school guidance service as experiencing test anxiety. The students in the psychoeducation group were assigned using the purposive sampling method, a non-random sampling technique and a subset of purposeful sampling. The Test Anxiety Group Psychoeducation Program was based on the Balance Model within the context of Positive Psychotherapy and consisted of 6 sessions lasting 90 minutes each, utilizing methods mainly from positive psychotherapy, drama techniques, and stories. A Test Anxiety Inventory comprising 20 items was administered to the participants. The subscale scores of Emotionality and Worry, as well as Overall Anxiety Score were utilized. A single-group, pre-test post-test experimental design was used in the research. The outcomes showed that after participating in the Test Anxiety Group Psychoeducation Program, the experimental group’s test anxiety scores significantly decreased.

Test anxiety and its determinants among health sciences students at Mattu University: a cross-sectional study.

Test anxiety is a particular type of anxiety that is marked by physical, cognitive, and behavioural symptoms when taking and performing tests. It is defined as "severe stress" before, during, and after exams and other assessments. Test anxiety could cause poor academic performance and increase dropout rates. This study aimed to determine the levels of test anxiety and its determinants among health sciences students at Mattu University. An institution-based cross-sectional study was conducted among 421 selected students from June 1 to June 30, 2021. The study utilized the Westside Test Anxiety, the Oslo Social Support Scale, the Rosenberg Self-esteem Scale, and the Kessler Scale to assess test anxiety, social support, self-esteem, and psychological distress, respectively. The collected data were entered into EpiData version 3.1 and then exported to STATA version 14.0 for analysis. A linear regression model was used to determine factors associated with test anxiety. The multiple regression assumptions were checked for each variable. Statistically significant effects were assumed for a p-value of less than 0.05 at a 95% confidence interval in the multiple linear regression analysis. A total of 416 (99%) participants were completed out of the 420 questionnaires administered. The mean score of test anxiety among participants was 25.3 (SD: ±5.51). Tobacco use (β: 1.028; 95% CI: 0.709-1.347), khat chewing (β: 0.115; 95% CI: 0.038-0.192), self-esteem (β: -0.049; 95% CI: -0.062-(-0.036)), psychological distress (β: 0.022; 95% CI: 0.017-0.027), and physical activity (β: -0.162; 95% CI: -0.224-(-0.099)) were shown to have a significant association with test anxiety. Test anxiety was common in the study area. Current substance use (tobacco use and khat chewing) and psychological distress were discovered to be factors that exacerbated test anxiety, whereas self-esteem and physical activity were discovered to be factors that alleviated test anxiety. Therefore, students and stakeholders need to work to discourage those factors that increase test anxiety while promoting factors that alleviate it.

Predictability of Personality Traits and Perfectionism Types on Test Anxiety in College Students

This research was to understand how personality and perfectionism traits function together to affect test anxiety in college students. We compared personality, perfectionism, and test anxiety scores between male and female students and between Hispanic and non-Hispanic students. Our results showed significant differences in emotional stability, rigid perfectionism, self-critical perfectionism, and overall test anxiety. Regression and correlation analyses were used to assess the relationships between the Big Five Personality, the Big Three Perfectionism, and test anxiety. These factors collectively accounted for significant amounts of variance in test anxiety scores (33% - 65%). Comparison analyses were performed to determine whether there were prediction differences by sex and ethnicity. Female students’ test anxiety was significantly predicted by self-critical perfectionism, extraversion, and emotional stability, the same could not be said for male students. We share some limited findings regarding the male students in our sample but stop short of claiming that personality and perfectionism traits are not predictive of test anxiety in the population due to much smaller representation relative to female students. In our group of Hispanic students, self-critical perfectionism, rigid perfectionism, extraversion, and emotional stability all provided unique prediction of test anxiety. Non-Hispanic students’ test anxiety was predicted by self-critical perfectionism, extraversion, and emotional stability; however, narcissistic perfectionism emerged as a significant predictor only for this group. If universities are concerned with implementing effective initiatives for support of student learning and success, it is imperative that intentional consideration of the impact of non-cognitive skills and intersectional identities be considered.

Effects of Computer-Based Test (CBT) and Paper-And-Pencil Test (PPT) on Academic Achievement and Test Anxiety of Tertiary Institution Students in Educational Research in Delta State

This study examined effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on academic performance and test anxiety of tertiary institution students in educational research in Delta State. Six research questions guided this study. Eight null hypotheses were formulated and tested at .05 level of significance. The study utilized pretest-posttest non-randomized control group design involving experimental and control groups. The population of this study comprised final year students who offered Educational research in all tertiary institutions in Delta State. The sample consisted 113 final year students who offered Educational research in tertiary institution in Delta State. Educational Research Achievement Test (ERAT) and Test Anxiety Inventory (TAI) were used as instruments for data collection. The instrument were validated by experts in Educational Measurement and Evaluation. The reliability coefficient of ERAT was 0.86. Mean statistics was used to analyze the research questions while analysis of covariance was used to test the null hypotheses at .05 level of significance. The findings revealed among others that the mean achievement scores of students exposed to PPT is higher than those exposed to CBT and the difference in their mean achievement scores was significant. The mean achievement scores of male students exposed to CBT is slightly higher than that of female students exposed to CBT but the difference in their mean achievement scores was not significant. Students exposed to PPT were more test anxious than those exposed to CBT yet the difference in their mean test anxiety scores was not significant. The interaction effect between gender and test mode with respect to either achievement or test anxiety was not significant. Based on the findings, the study recommended among others that tertiary institutions authorities and other stake holders in education should adopt both CBT and PPT as forms of students’ assessment in various tertiary institutions’ examinations. The government should provide tertiary institutions in the country with adequate computers and internet facilities to make students have enough CBT practical sessions.

Gender Differences in Competitive Anxiety among University-Level Handball Players in Uttar Pradesh: A Comparative Study

Sports performance can be greatly impacted by a critical component, which is competitive anxiety. Different elements, such as gender, can influence the psychological stress that athletes face during tournaments. To create efficient techniques to control anxiousness and enhance function, it is imperative to comprehend these distinctions. The performance of athletes is correlated with competitive anxiety. Because of this, it's critical to keep it at its best. This study looks into how university-level handball players in Uttar Pradesh, India, differ in terms of their competitive anxiety based on their gender. This study uses the Sinha's Comprehensive Anxiety Test by A.K.P. Sinha and L.N.K. Sinha (1995).to investigate gender variations in competitive anxiety among university-level handball players in Uttar Pradesh. A total of 200 players were evaluated, of which 100 were men and 100 were women. The mean Sinha’s comprehensive anxiety test scores of male and female players did not differ statistically, suggesting that the sample's genders experienced comparable levels of competitive anxiety. According to these results, gender may not have a major impact on competitive anxiety in this particular sporting setting.

Do Chosen Learning Strategies Predict Academic Performance in First-Year DPT Anatomy Students?

The purpose of this study was to identify predictors of anatomy final course grades from first-year physical therapist students' characteristics and chosen learning strategies, as indicated on the Motivated Strategies for Learning Questionnaire (MSLQ). Identifying factors that contribute to success in content intensive classes may aid in coaching successful learning strategies as students transition from undergraduate coursework to Doctor of Physical Therapy (DPT) programs. Previous studies show that first-year graduate students use ineffective learning strategies that are insufficient for graduate-level study. The MSLQ correlates with academic performance at several educational levels. To date, only one study has examined the correlation of MSLQ with physical therapist students' academic performance for an anatomy course. Thirty-nine first-year physical therapist students participated in the study (27 from a hybrid program, 12 from a traditional program). This study analyzed MSLQ scores for the total instrument, each domain, and each subscale using regression analyses to determine predictors of final anatomy grades. The subscales of Self-Efficacy and Test Anxiety had significant predictive value for anatomy grades (R2 = 0.455, F = 5.203, P = .029). Test Anxiety had an inverse relationship to anatomy grades, meaning lower test anxiety scores correlated with higher anatomy grades. The combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales resulted in a significant prediction of anatomy grades (R2 = 0.603, F = 6.659, P = .014). This study found moderate correlations between MSLQ Motivation subscales and final grades in DPT anatomy classes. Self-Efficacy and Test Anxiety subscales had the strongest correlations and were significantly predictive of anatomy grades. Faculty may benefit from using inventories like the MSLQ for first-year physical therapist students to identify motivational characteristics associated with success and to remediate students' learning strategies to prevent academic failure.

Differences in Test Anxiety Scores Among Baccalaureate Nursing Students and Nonnursing Students.

Test-taking is a prominent cause of anxiety for nursing students. Test anxiety may interfere with academic performance, program completion, and successful transition to practice. Prior research suggests that nursing students are more test-anxious than other students, yet this concept is not well studied. This study examined differences between test anxiety in nursing and nonnursing students while comparing current trends related to academic level and gender. Using a cross-sectional design, participants completed the Test Anxiety Inventory as a measure of perceived test anxiety. Minimal differences in scores based on major and academic level were found. Differences based on gender were noted with females reporting higher levels of test anxiety. Findings may help nurse educators better understand test anxiety and guide the implementation of supportive strategies to improve learning outcomes.

Gamifying Assessments in Medical Education: A Novel Approach to Tackling Test Anxiety in Medical Students

Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise students’ academic performance. The use of gamification in assessment has the potential to reduce test anxiety. Aims &amp;Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments. Place and Duration of Study:The study was conducted at Shifa Tameer-e-Millat University and Bahria University Medical and Dental College from July to December 2022 Material &amp;Methods: The present mixed-method study used Nist&amp; Diehl Patrick-Henry-Community-College (PHCC) questionnaire to measure test anxiety in 251 medical students of Year 1&amp;2 MBBS after formative MCQ assessments based on the Biochemistry course related to the structure and Metabolism of carbohydrates delivered during their respective modules using gamified and non-gamified online applications in the quantitative phase. Qualitative data was collected through interviews with students based on their test anxiety scores. Sciences (SPSS) version 26.0 was used to analyze the quantitative data, a p-value of ?0.05 was considered significant. Results: Mean anxiety scores of male students in all groups were significantly lower than female students. There was no significant difference in the test anxiety score of students taking assessments through gamified and non-gamified assessment tools. Conclusion: Female students reported significantly higher anxiety scores both in gamified and non-gamified formative assessments. There was no significant difference in the test anxiety scores of students taking assessments through gamified and non-gamified assessment tools. Qualitative analysis revealed a positive effect on the motivation of the learners using gamified assessment tools.

Effects of auricular acupressure on test anxiety in medical students: a randomized parallel-group trial

BackgroundTest anxiety is a prevalent issue among students, including those in the medical field. The present study aims to examine the impact of auricular acupressure on reducing test anxiety specifically among medical students.MethodsIn this single-blind randomized parallel-group trial, a total of 114 medical students from Kermanshah, Iran, were allocated into two groups: intervention and control. Each group consisted of 57 students. The data collection instruments included a demographic information form and the Sarason Anxiety Inventory. In the intervention group, bilateral auricular acupressure was administered on the Shen Men point for a duration of 10 min. On the other hand, the control group received bilateral auricular acupressure on the Sham point, located in the earlobe, as a placebo, also for 10 min.ResultsThe mean test anxiety scores in the Shen Men acupressure group exhibited a significant reduction from 18.4 ± 5.3 before the intervention to 13.3 ± 4.8 after the intervention (P = 0.001). Conversely, in the Sham acupressure group, the mean test anxiety scores showed no significant change, with values of 16.36 ± 6.4 before the intervention and 16.4 ± 6.1 after the intervention (P = 0.963). Prior to the intervention, the majority of participants in both the intervention group (87.7%) and control group (86.0%) exhibited moderate to severe levels of test anxiety. Following acupressure, a significant improvement was observed in the intervention group, with 52.6% of participants experiencing a reduction to mild anxiety levels (P = 0.001); however, no notable change in anxiety levels was observed in the control group. Furthermore, a statistically significant difference in anxiety intensity after the intervention was found between the two groups (P = 0.001).ConclusionShen Men auricular acupressure demonstrates efficacy in reducing test anxiety among medical students. However, to validate its effectiveness, further research using objective measures is warranted.

Effectiveness of group cognitive behavioral intervention in reducing test anxiety among psychology undergraduates in Kathmandu, Nepal

Background: High test anxiety negatively impacts students, affecting academic performance, well-being, focus, and retention rates. Cognitive Behavioral Therapy (CBT) is a promising approach to reducing test anxiety, and we aimed to assess the effectiveness of group-based CBT in reducing test anxiety among undergraduate students. Material and Method: This experimental, independent two-group design enrolled 80 test-anxious participants, randomly assigning them to a control or intervention group (40 participants each). Westside Test Anxiety Scale was the primary outcome measure, and participant's feedback was collected. The intervention group received ten sessions of group-based CBT. Baseline and endline data were analyzed, and effect size was reported. Results: Participant feedback was analyzed qualitatively. The intervention group demonstrated 16% reduction in test anxiety score from their baseline, while the control group showed only 5.54% reduction from their baseline. In contrast, the control group showed a 2-point reduction, representing a 5.54% decrease. This difference was statistically significant (effect size= -0.53), supporting moderate effectiveness. Further, scores in specific test anxiety areas, such as worry about forgetting during the study and performance after exams, showed notable improvement. Participant feedback highlighted improved stress management, self-awareness, and understanding of emotions. Suggestions incorporating visual aids and increasing interactivity for the future. Conclusion: This study demonstrates utility of group-based CBT in reducing test anxiety among undergraduate students. A larger scale randomized controlled trial is needed to evaluate the effectiveness of group CBT in a larger population, and future studies can focus on examining the effect of group CBT delivered by non-specialists in a broader population.