Test Anxiety Scores Research Articles

A Quasi Experimental Study to Assess the Effectiveness of Structured Psychotherapy on Anxiety among Pre Operative and Post Operative Patients Undergoing Abdominal Surgery In Christian Medical College and Hospital Ludhiana Punjab

The aim of the study was to assess the effectiveness of structured psychotherapy on anxiety among pre operative and post-operative patients undergoing abdominal surgery. The sample comprised of 40 patients divided into two groups experimental group 20 & control group 20. Speilbergers state anxiety inventory was used to collect data. ‘t’ value & Anova was calculated for the comparison of pretest and post test. State anxiety score of experimental and control group of patients. Results showed that there was marked difference in pre test and post test state anxiety scores of patients in experimental group where as in control group there was a statistically significant difference between pre test and post test scores. However no significant effect was found in control group. However no significant effect was found according to age, educational qualification, religion, technique of surgery & income support system on pre test anxiety scores of patients in both experimental and control group.

Medical students' perception of test anxiety triggered by different assessment modalities

Objectives: Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors.Methods: A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool.Results: A highest test anxiety score of 5 was ranked for “not scheduling available time” and “insufficient exercise” by 28.8 and 28.3% students, respectively. For “irrational thoughts about exam” and “fear to fail”, a highest test anxiety score of 5 was scored by 28.8 and 25.7% students, respectively. The highest total anxiety score of 1255 was recorded for long case exam, followed by 975 for examiner-based objective structured clinical examination. Excessive course load and course not well covered by faculty were thought to be the main confounding factors.Conclusions: The examiner-based assessment modalities induced high test anxiety. Faculty is urged to cover core contents within stipulated time and to rigorously reform and update existing curricula to prepare relevant course material.

Millennial Resident Study Habits and Factors that Influence American Board of Anesthesiology In-Training Examination Performance: A Multi-Institutional Study

In this study, we described Millennial anesthesiology residents' learning preferences and study habits and how they correlate with performance on the In-Training Exam (ITE). A confidential questionnaire including personal characteristics, previous examination performance, study habits, study material preferences, and perceived residency program support was emailed to 1047 anesthesiology residents from 30 ACGME-accredited residency programs across the United States. Four hundred and twelve residents (39.4%) responded to the survey, and 240 of those respondents (58.3%) self-reported their 2017 ITE scores. The majority (95.9%) were Millennials. Respondents preferentially used online multiple-choice questions (92.3%) to prepare for the ITE, but many also used traditional anesthesiology textbooks (35.5%) and review books (46.7%). Respondents preferred independent study (94.6%) to group study (5.4%), and handwritten notes (69.4%) to taking notes on a laptop (26.8%) or tablet (3.8%). Less than half (47.5%) of respondents felt supported by their residency program in exam preparation, and 30.7% felt lack of support. Factors correlated with ITE scores on univariate analysis included prior USMLE 1 scores (p < .0000) and USMLE 2 scores (p < .0000), clinical anesthesia year (p < .0000), test anxiety score (p = .0004), prior failure of the basic exam (p = .0026), and prior failure of any board exam (p = .0124). Millennial learners have consistent performance on ITE exams regardless of personal characteristics, preferred study methods, or materials used. Prior exam performance is the most important predictor of future performance. Currently available study materials are meeting residents' needs and preferences, and while residency program offerings do not affect ITE performance, residents would like to feel more supported.

The Effectiveness of Sentimental Cognitive Therapy on Reducing Test Anxiety in Nursing Students of Islamic Azad University, Birjand, in 2018

Background & Aim: Test anxiety is a common phenomenon among students and is one of the problems of educational system. Therefore, the aim of this study was to investigate the effectiveness of cognitive therapy based on self-talk in reducing the test anxiety in nursing students of Islamic Azad University of Birjand. Materials & Methods: This research was a semi-experimental study, using pre-test and post-test with control group. The statistical population of this study was all nursing students of the Islamic Azad University of Birjand who were studying at this college in 2018. In this research, the students were selected by cluster sampling method. Among them, 30 subjects who were the highest in the Test Anxiety Inventory (TAT) were selected as the sample and randomly divided into two groups of 15 experimental and control groups. The experimental group received 10 sessions of 1 hour self-talk educational program and the control group did not receive any special treatment. Anxiety questionnaire was used to collect data. Results: The results showed that there was a significant difference between the test anxiety in the experimental group and the control group after the experimental intervention (teaching self-talk strategies) at a meaningful level (Pg0.05). Mean and standard deviation of the test anxiety score in the two experimental groups and control were 53.03 p 6.78 and 46.96 p 10.25, respectively. Conclusion: Therefore, cognitive therapy based on self-talk can be effective in reducing the test anxiety of nursing students of Islamic Azad University of Birjand and can be considered as a treatment method.

The Effect of Computer-based Tests on Nursing Students' Test Anxiety: a Quasi-experimental Study.

Background:Test anxiety often leads to poor academic performance. This study aimed to determine the effect of computer-based tests on nursing students’ test anxiety.Methods:This quasi-experimental study was conducted in 2016 on 39 nursing student with anxiety score under 128 on Spielberger’s State-Trait Inventory (STAI). They were randomly allocated to computer-based tests (CBT) and paper-based test (PBT) group. Prior to exam, all students completed Sarason’s Test Anxiety Scale (TAS). We administered CBT for students in experimental group. Data were analyzed using independent t-test and one-way ANOVA.Results:Students mean test anxiety score was 11.94 and 11.32 in CBT and PBT groups, respectively. 47.4% of students in CBT group and 29.4% of those in PBT group experienced higher test anxiety, while the difference was not significant (p=0.56).Conclusions:Despite, there was no significant difference between anxiety score of two groups; but students’ test anxiety score was higher in CBT group. With the current increase in computer-based assessment, educational administrators must be aware of and plan for the possible unfavorable effects of computer assisted testing, such an anxiety. Future studies are needed to evaluate and compare the effect of different type of student testing such as distance testing or CBTs using new information technologies such as laptop, tablet or mobile phone on students’ test anxiety and performance.

Factors Influencing Examination Anxiety among Undergraduate Nursing Students: An Exploratory Factor Analysis

Introduction: The time of examination is a stressful period where stress is on its highest levels. To some extent, low level of stress can help in motivating the students, however on the contrary more stress can be discouraging. It will make students exhausted, overwhelmed and confused. Aim: To assess examination anxiety and explore the factors influencing the examination anxiety. Materials and Methods: The present exploratory study was conducted among 341 undergraduate nursing students enrolled in selected colleges of nursing. The data were collected by using a demographic proforma used to collect the background information and test anxiety scale to assess examination anxiety and a Likert’s scale to explore the factors influencing examination anxiety. Factors were identified by exploratory factor analysis using extraction method of principal component analysis with varimax rotation. Data were analysed using SPSS version 16.0. Demographic proforma and test anxiety score was analysed using frequency and percentage. Results: Majority (90.3%) of the samples were females. Maximum number of participants (95%) had English as their medium of instruction in Preuniversity College. Most (61%) of subjects were normal or had no test anxiety, 25% had mild test anxiety, 12% had moderate test anxiety, and 2% subjects had severe test anxiety. Factor analysis identified four factors (Learning Process, Perceptions related to examination, Learning pattern, Over expectations related to learning outcome) that influence examination anxiety. Conclusion: The study findings will help the teaching faculty to take into consideration these factors during examination and help students to overcome anxiety.

Safety and Outcomes of Cardiac Rehabilitation for Patients with Spontaneous Coronary Artery Dissection.

ObjectiveTo evaluate the safety and outcomes of aerobic and resistance training in patients undergoing cardiac rehabilitation after spontaneous coronary artery dissection.MethodsEleven patients with spontaneous coronary artery dissection at 2 academic centres were studied retrospectively during cardiac rehabilitation from July 2013 to September 2017. Patients underwent maximal effort exercise testing at enrollment and discharge per institutional protocol. Patients were prescribed individualized exercise regimens based on stress test results, stress management with a behavioural psychologist, and diet counselling with a nutritionist. Resistance training was introduced during weeks 3-5 with close blood pressure monitoring.ResultsTen patients who completed cardiac rehabilitation showed improvements in aerobic exercise capacity and exercise duration. For resistance training, patients increased the total number of resistance exercise modalities, repetitions, or both. After cardiac rehabilitation, significant improvements were found in exercise capacity, Mental Composite Score, Physical Composite Score, anxiety measured by Generalied Anxiety Disorders (GAD-7), and positive affect. During a mean followup of 14 months, no patients had any recurrent dissection or major adverse cardiac events.ConclusionCardiac rehabilitation is safe and improves functional status, anxiety, positive affect and quality of life in patients with spontaneous coronary artery dissection. Future studies should explore ways to further improve the psychosocial and functional status of these patients.LAY ABSTRACTGiven paucity of literature, we studied safety and outcome of cardiac rehabilitation (CR) in patients after spontaneous-coronary-artery-dissection (SCAD). Eleven patients with SCAD diagnosed by coronary angiography during 2013-2017 who were enrolled in a hospital-based-CR program were studied. Training started with aerobic exercise for 3-5 weeks followed by resistance training while maintaining a blood pressure <140/90 during exercise. Eight of 11 patients completed 36 CR sessions, two completed 20 sessions, and one patient dropped-out after initial session. At the time of CR completion, there was improvement in CR exercise duration, number and repetition of CR resistance exercises, METs achieved during stress test, Mental-Composite-Score, Physical-Composite-Score, and GAD-7 Anxiety score. There were no major adverse cardiac events during 14 months of follow-up. CR is safe and effective in improving physical and psychosocial function after SCAD.

Academic Performance: Text Anxiety during examinations of Freshmen Engineering students MLRIT, Hyderabad

The main aim of this research was to find the relationship between test anxiety and academic performance of students at the under graduate level. A sample of 414 students was randomly selected from five different departments of Freshman Engineering at MLR Institute of Technology in Hyderabad, TS, India. Data was gathered by utilizing the Test Anxiety Inventory (TAI) developed and improved by Spielberger. Pearson correlation, multivariate English and regression analysis was run for data. It was found that a major negative relationship observed between test anxiety scores and students performance scores. Results proved that a cognitive factor contributes more in test anxiety than effective factors. Therefore, it is examined that test anxiety is one of the key factors that results the students’ underachievement and poor performance but it can be handled by rigorous training of individual students in linked with factors resulting test anxiety.

Test anxiety and self-esteem in senior high school students: a cross-sectional study

Purpose: In this study, it is aimed to determine the level of test anxiety and self-esteem in the high school students preparing for the university exam in Bitlis, Turkey, and to investigate the effect of test anxiety on self-esteem.Material and methods: Seven-hundred and twenty-four high school students who were preparing for the university entrance examination in Bitlis participated in the study. A questionnaire which includes socio-demographic data form, Rosenberg Self-Esteem Scale and Revised Test Anxiety Scale was prepared as an e-questionnaire for the students to fill easily and uploaded to the Bitlis State Hospital's website. Schools were called and informed for the students to fill out the e-questionnaire on the Internet.Results: The most important findings from our study are that gender is influential on test anxiety and self-esteem score and test anxiety level are negatively correlated. It was observed that female students had more test anxiety than male students and those who had higher self-esteem had less test anxiety.Conclusion: Consequently, our study shows that university entrance examination creates anxiety on students and reduces self-esteem, especially in female students.

Efficacy of combined therapy of cognitive restructuring and study skills counselling on test anxiety among senior high school students in Ghana

Test anxiety is a serious problem for many students. It is a major obstacle to academic performance. In view of this, it is necessary to help students manage test anxiety through psychological interventions. This study investigated the combined effects of cognitive restructuring therapy and study skills counselling on test anxiety among senior high school students in Ghana. The population for this study was all second year senior high School students in the Komenda Edina Eguafo Abrem Municipality. Quasi-experimental, pre-test, post-test control group design guided the study. Simple random sampling technique was used to select 40 respondents to participate in the study. Two research hypotheses were formulated for the study and tested at 0.05 level of significance. The data were analysed using independent samples t-test. The study revealed that cognitive restructuring and study skills counselling had significant effect on the test anxiety of participants in the experimental group at post-test when compared with the control. Again, the results showed that there was no significant influence of gender on the test anxiety scores of the participants in the experimental group at post-test. Based on the findings, it was recommended that counsellors should make use of cognitive restructuring and study skills counselling in order to reduce or manage test anxiety among senior high school students.

Burnout, quality of life, motivation, and academic achievement among medical students: Aperson-oriented approach.

BackgroundThe aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach.MethodsMedical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods.ResultsThe response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles.ConclusionBurnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.

8: ACADEMIC SELF-EFFICACY AND TEST ANXIETY AMONG STUDENTS OF MEDICAL SCIENCES

Background and aims:A student's level of self-efficacy and test anxiety directly impacts their academic performance. The aim of study was to determine the relationship between academic self-efficacy and test anxiety...

The Effects of Animal-Assisted Therapy on the Self-Reported Test Anxiety in 6th Grade Students with Test Anxiety

While there have been numerous studies showing animal-assisted therapy’s (AAT) positive influence on students’ reading proficiency in school settings and patients’ anxiety levels in hospital settings, little data exists showing the relationship between AAT and the reduction in anxiety, specifically test anxiety, in school children. This sixteen-week study investigated the effects of AAT on student, self-reported test anxiety. Participants in this study were only those students with high and extremely high levels of test anxiety. Using an AB research design, participants received no AAT prior to or during academic testing during the baseline. At the start of the intervention, participants received training on how to utilize a therapy dog’s influence during academic testing. Participants were also provided a therapy dog during academic testing. It was predicted that participants’ self-reported test anxiety scores would decrease on the Westside Test Anxiety Scale from the baseline to the end of the intervention phase due to the implementation of ATT. Statistical analysis was done with a dependent samples t-test, comparing the results of the baseline to those of the treatment. This analysis confirmed this researchers hypothesis that the intervention of AAT provided some relief from test anxiety in 6th grade students with high to extremely high-test anxiety.

Factors associated with medical student test anxiety in objective structured clinical examinations: a preliminary study.

ObjectivesTo investigate attributes of medical students associated with their test anxiety on Objective Structured Clinical Examinations (OSCEs). MethodsA cross-sectional study using a self-administered questionnaire was conducted of all Year 3 and 4 students at a private medical school in South Korea in 2014. This 53-item questionnaire consisted of factors pertaining to test anxiety on the OSCE identified from a review of relevant literature, which included students’ motivational beliefs and achievement emotions, perceived values of the OSCE, and attitude and orientation towards patients. Participants’ test anxiety levels were measured using the Korean Achievement Emotions Questionnaire. Participants rated their responses using a five-point Likert-type scale. Univariate analysis was performed to examine relationships between the variables. ResultsA total of 94 students completed the questionnaire (a 93% response rate). No differences in the participants’ test anxiety scores were observed across genders, entry-levels, or years in medical school. Participants’ test anxiety on the OSCE showed moderate association with their class-related achievement emotions (i.e., anxiety and boredom), where r = 0.46 and 0.32, p < 0.01, respectively, and weak negative associations with their patient-centeredness (r = -0.21, p < 0.05) and with their perceived values of the OSCE (r = -0.21, p < 0.05). ConclusionsThis study found some non-cognitive factors related to medical students’ test anxiety on the OSCE. These findings have implications for developing effective educational interventions for helping students cope with such a stress by enhancing our understanding of the various factors that influence their test anxiety in OSCEs.

Dynamic testing and test anxiety amongst gifted and average-ability children.

Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children. We investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training. Participants were 113 children aged between 7 and 8years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition. The study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits. Dynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training.

The effects of Iranian EFL learners' locus of control (external vs. internal) on their test anxiety and test scores

The present study aimed at investigating the effect of Iranian EFL learners' locus of control (external vs. internal) on their test anxiety and test scores. To this end, 130 freshman students of English translation from Sobhe Sadegh Institute of Higher Education were selected. Three samples of TOFEL reading comprehension texts, selected randomly from TOEFL iBT, were run to homogenize participants in terms of their English reading comprehension proficiency. Then the selected participants (those in intermediate level who are 100 in number) were provided with Trice Academic Locus of Control Scale (1985) for determining their internal or external orientation of locus of control. Also, Cognitive Test Anxiety Scale (CTAS) (Cassady & Jonson, 2002) was administered for measuring their level of text anxiety. In the last phase of data collection, three other samples of TOEFL reading comprehension texts were run for collecting the participants test scores. This test was considered as their final achievement test in order to be a real test. The results revealed that external locus of control could negatively influence participants' test anxiety and test scores. On the other hand, the participants with internal orientation of locus of control outperformed the participants with external orientation of locus of control.

The Relationships between Social Class, Listening Test Anxiety and Test Scores

This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening Anxiety Scale and a newly developed Foreign Language Social Anxiety Scale. The potential correlation between social anxiety and listening-test performance was investigated by the correlation coefficient r xy . A moderate positive correlation was found between students’ social class and social anxiety. The results suggest that pedagogical methods suggested to lessen this anxiety were effective. There was also a clear relationship between social anxiety, listening-test anxiety and listening performance. This exploratory research has several pedagogical implications. Keywords: anxiety, Foreign language (FL) learning, listening, sociolinguistics, Social class

Building First Semester Nursing Student Confidence for Test Taking: A STARS Pilot Project

This quasi-experimental pilot study implemented a relaxation technique in first semester registered and practical nursing students enrolled in a nursing fundamentals course. Data were collected and analyzed to determine the effectiveness of the Confidence Training for Tests intervention in reducing test anxiety levels. The study demonstrated clinical significance, showing a difference in mean test anxiety scores. Findings revealed that there was a 5.8 point difference in the mean sum of the item responses pre- and postintervention.

Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective

Previous studies have indicated that there is a negative correlation between test anxiety and performance. However, how the type of anxiety/stress, the examinees’ personal characteristics, and the method of assessment affect this relationship remained uninvestigated. Thus, the present study examined the relationship between test anxiety and learning achievement among secondary-school students, as well as tested two anxiety-performance relationship models. The analysis of test-anxiety scores and the standardized entrance examination scores of 1931 Taiwanese ninth-graders revealed an overall coefficient of 0.18 for the correlation between anxiety and achievement. Students in the lower-achievement group (i.e., ranked from percentile 1 to percentile 50, PR1–50) exhibited a positive correlation between anxiety and achievement (r = 0.22), which is consistent with the motivational enhancement model, whereas students in the higher-achievement group (PR51–99) exhibited a negative correlation (r = −0.16), which corresponds to the cognitive interference model. This study also found that although girls report experiencing higher test anxiety than boys, the correlations between test anxiety and achievement are the same among boys and girls. Because both the motivational enhancement and cognitive interference models could not completely explain the results, we proposed a “stress-of-uncertainty” model to explain the inverted-U shape of the anxiety for students.

CONTEXT-BASED QUESTIONS IN SCIENCE EDUCATION: THEIR EFFECTS ON TEST ANXIETY AND SCIENCE ACHIEVEMENT IN RELATION TO THE GENDER OF SECONDARY SCHOOL STUDENTS

Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students’ test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students’ test anxiety and improving their science achievement. Key words: context-based questions, conventional questions, science achievement, secondary school students, test anxiety.