Test Anxiety Research Articles (Page 1)

ABSTRACT Video-based speaking tests have become the norm for high-stakes English proficiency tests such as the International English Language Testing System (IELTS). IELTS is the primary test required of most international students applying to UK universities. Compounded with the fact that speaking is widely recognised as the most anxiety-inducing language activity/skill, and a growing body of research highlights the detrimental impact of foreign language anxiety (FLA) on test takers’ oral performance, candidates must be prepared psychologically for the video-call format. Mock tests are a common preparation activity. They also provide a context to replicate video-call speaking tests for research purposes, since collecting real-time data is not permitted during actual tests. In the current study, five female Chinese university students who reported experiencing state-based FLA during IELTS video-call speaking tests were recruited to participate in a mock test. To explore their moment-to-moment, idiodynamic FLA (IFLA) in-depth, they recorded their IFLA ratings immediately after the test (while watching the recording), paused to explain fluctuations, and participated in stimulated recall interviews. Key anxiety-inducing factors included unfamiliar topics, vocabulary retrieval challenges, and perceptions of the test format, stages, and rules. Based on these findings, we provide actionable strategies to mitigate anxiety triggers during such tests.

Test-taking process and strategy training is a very significant part of teaching, and especially relevant for EFL learners since foreign [English] language test anxiety is very common among EFL learners. Teachers play a crucial role in developing their students’ test-taking strategies. However, not all strategies employed by learners, and sometimes even encouraged by their teachers to use in tests, may be construct-relevant and directly contributing to the actual assessment of their language proficiency, even if those strategies may be helping them cope with exam stress, and also, sometimes helping them score well. The present paper is based on an investigation conducted at a Saudi university into EFL teachers’ integration of construct-relevant/-irrelevant test-taking strategies in their instructional approaches. It was a mixed-methods research conducted with six EFL teachers as participants who, in a survey questionnaire and structured interviews, expressed their perceptions on the strategies they teach and their perceived effect on students. The findings show that although teachers make sure to teach only construct-relevant strategies, students do resort to construct-irrelevant strategies as well. The findings of the present research are very significant as they help teachers in better supporting their students to improve their overall academic achievement in Saudi EFL contexts. The study will also help ensure a supportive learning environment for students by promoting Test-Taking Strategies as a significant component of success in their language learning journey.

Differential efficacy of imagery, virtual reality and 360° video exposure therapy in reducing test anxiety in university students: A pilot study.

The physiological signature of imagery rescripting: Associations between heart rate and session-level outcomes.

Prenatal fentanyl exposure affects social dominance and myelination patterns in the adult mouse brain.

The relationship between test anxiety and neuroticism: a network analysis approach

Repeated testing and housing conditions impact complex mouse behaviors independently of surgical interventions.

The neurobehavioral impact of stress and the therapeutic role of valproic acid in a PTSD animal model.

Adolescent academic stress and exam anxiety in schools in the wake of the COVID-19 pandemic.

This study aims to investigates factors contributing to speaking anxiety in oral presentation-based assessments among English Language Teaching (ELT) students and their strategies to overcome it. Speaking is a crucial skill, yet it is often the most challenging for ELT students. While previous research has identified causes of general speaking anxiety, there is a gap in understanding how students specifically manage this anxiety in the context of oral presentation-based assessments, particularly for students learning to be future English teachers. To address this, descriptive qualitative research was conducted with thirty-one fourth-semester ELT undergraduate students at a state university in Indonesia. Data were gathered through a questionnaire adapted from the Public Speaking Class Anxiety Scale (PSCAS) and semi-structured interviews. The findings revealed three main domains of speaking anxiety: discomfort in speaking English, communication anxiety, and test anxiety. Discomfort in speaking English was primarily attributed to the fear of spontaneous speaking and lack of self-confidence due to peer comparison. Communication anxiety was mainly caused by nervousness while waiting to present and the fear of being judged for mistakes. Test anxiety was influenced by the awareness of presentations being graded and the pressure to meet teacher expectations. To manage these anxieties, students employed strategies such as practicing the presentation multiple times, using breathing or relaxation techniques, preparing cue cards, thinking positively, and practicing in front of a mirror or recording themselves. These results provide practical insights for educators to create supportive learning environments and provide students with effective coping mechanisms.

The reliability and validity of preclinical anxiety testing is essential for translating animal research into clinical use. However, the commonly used anxiety tests lack inter-test correlations and face challenges with repeatability. While translational animal research should be able to capture stable individual anxiety traits - the core feature of anxiety disorders - the conventional approach employs a single type of test at a single time, which primarily reflects transient states of animals that are heavily influenced by experimental conditions. Here, we propose a validated, optimized test battery capable of reliably capturing trait anxiety in rats and mice of both sexes. Instead of developing novel tests, we combined widely used tests (elevated plus-maze, open field and light-dark test) to provide instantly applicable adjustments for better predictive validity. We repeated these tests three times to capture behavior across multiple challenges, which we combined to generate summary measures (SuMs). Our approach resolved inter-test correlation issues and provided better predictions for subsequent outcomes under more anxiogenic conditions or fear conditioning. SuMs were also shown to be more sensitive markers of stress-induced anxiety following social isolation. Finally, we tested our method’s efficacy in discovering anxiety-related molecular pathways through RNA sequencing of the medial prefrontal cortex. SuMs revealed four-times more molecular correlates of trait anxiety than transient states, highlighting novel gene clusters. Furthermore, 16% of these correlates were also found in the amygdala. In summary, we provide a novel approach to capture trait anxiety in rodents, offering improved predictions for potential therapeutic targets for personalized medicine. We also provide recommendations to enhance feasibility without compromising validity or animal ethics, tailored to various scientific goals.

Understanding Test Anxiety in Korea’s Secondary English Teacher Certification Exam: A Qualitative Inquiry

Purpose. In the context of modern reality, the problem of the emergence and manifestation of anxiety in preschool children, as a relatively stable emotional state, is becoming increasingly relevant. During the special military operation, a number of border regions of the country live in the conditions of the declared regime of counter-terrorism operation and emergency. The situation in the border regions is characterized by tension and instability, which causes an increase in situations and factors that contribute to the emergence and intensification of anxiety in various categories of the population.Purpose of the study: to identify the features of anxiety in preschoolers living in the border region.The study also analyzes the relationship between anxiety levels and such important psychosocial phenomena as self-esteem and communication skills of the child.Methods. The following methods were used in the study: testing, observation, quantitative and qualitative analysis of the research results, and the following techniques were applied: 1. "Anxiety test" (R. Tamml, M. Dorki, V. Amen, as modified by M. A. Panfilova); 2. "What am I?" technique (O. S. Bogdanova); 3. Observation map of manifestations of communication skills in preschoolers (A.M. Shchetinina, M.A. Nikiforova).Statistical data processing was carried out using the SPSS 23 statistical package, using the rank correlation coefficient of Ch. Spearman.Results. During the study, it was found that more than half of the respondents have an average level of anxiety index, and 45% of the subjects were diagnosed with a high level. In this category of children, anxiety periodically manifests itself in the form of restlessness, difficulty concentrating, obsessive thoughts or fears. The consequences of a long-term state of anxiety in preschoolers are social maladjustment, manifested in difficulties in interpersonal communication, a decrease in the ability to produce initiative, a decrease in social interests and, as a result, in the manifestation of persistent apathy, lack of initiative, and rejection of any aspirations. Chronic anxiety can lead to the formation of stable negative behavioral patterns that can be integrated into the personality structure.Conclusion. The study of the anxiety level of preschoolers living in border areas is relevant both for establishing the nominal general emotional state of children and for predicting possible problems in the future. In our study, the emphasis was placed on manifestations of inadequate anxiety, which is a negative emotional state of the child and manifests itself as a persistent and inappropriate feeling of fear, expectation of trouble in situations associated with extreme changes or new life circumstances. High levels of anxiety correlate with low self-esteem and communication problems. However, in preschool children, anxiety is not a per

Purpose This study investigates the psychological and contextual determinants of speaking anxiety among Malaysian university students enrolled in English as a Second Language (ESL) courses. Specifically, it examines the roles of communication apprehension, test anxiety and fear of negative evaluation, and how these relationships are moderated by perceived social support – emotional, informational and instrumental. Design/methodology/approach A cross-sectional survey was administered to 323 undergraduate ESL learners at a public university in Sarawak, Malaysia. Data were analysed using structural equation modelling (SEM) to evaluate both the direct effects of anxiety-related predictors and the moderating effects of perceived social support on classroom speaking anxiety. Findings The analysis revealed that communication apprehension and test anxiety significantly predict ESL speaking anxiety, while fear of negative evaluation showed no direct effect. Crucially, all three types of perceived social support significantly moderated these relationships, buffering the negative emotional impact of the anxiety-related factors. Practical implications The findings highlight the importance of fostering a supportive learning environment through targeted emotional, informational and instrumental support strategies. Such interventions can mitigate speaking anxiety and enhance students’ language learning experiences. Originality/value This study bridges anxiety theory with social support frameworks to provide a nuanced understanding of ESL speaking anxiety in multilingual, postcolonial higher education settings. It offers actionable insights for educators and policymakers seeking to promote emotionally inclusive and contextually responsive ESL instruction.

The main purpose of this study is to explore the satisfaction and dissatisfaction factors for learning a foreign language among learners at a public university in Malaysia. It also seeks to understand how learners perceive their satisfaction and dissatisfaction and find the relationship between satisfaction and dissatisfaction for learning a foreign language. The data were collected through a quantitative survey and was distributed to 351 male and female students of the foreign language learners. The instrument of the survey and questionnaires are divided into 5 main sections. Section A for the demographic item has 3 items. Section B consists of integrative and instrumental which has 4 items on motivation to learn. Section C has 10 items on communication apprehension. Section D has 5 items on fear of negative evaluation. Section E has 8 items on test anxiety. The findings showed that there is a relationship between satisfaction and dissatisfaction for learning a foreign language. Correlation analysis shows that there is a weak significant association between satisfaction and dissatisfaction (r=.257**) and (p=.000).

Test anxiety restricts learning achievement. Therefore, attention has been paid to individual factors (e.g. self-concept, strategic competence) that can help students reduce the detrimental effects of these factors on learning achievement. This focus leaves external variables such as teacher feedback underexplored. The current study examined whether teacher feedback has the potential to reduce the level of test anxiety and weaken its detrimental effect on students’ English achievement. This cross-sectional study involved 535 12th graders ( M age = 17.97, SD = .60, females = 54%) from a middle school in China. Two questionnaires were delivered to measure students’ test anxiety and perceived teacher feedback. Students’ English achievement was indicated with an in-house English exam. Data were analysed using structural equation modeling with latent interaction. The results showed that: (1) test anxiety had a medium negative effect on English achievement (β = −0.24, p < .001); (2) positive and constructive teacher feedback had a small negative effect on test anxiety (β = −0.11, p <.001), thereby reducing the effectiveness of test anxiety in impairing English achievement; and (3) positive, constructive teacher feedback had a medium-sized moderation on the relationship between test anxiety and English achievement, weakening the detrimental effect of test anxiety on English achievement (β = 0.10, p <.001). The study provides new insights into the role of positive and constructive teacher feedback in diminishing test anxiety and mitigating its detrimental effect on English achievement.

In recent years, the focus of youth health research has shifted from identifying problems to emphasizing positive youth development (PYD). This approach explores the strengths and resources young people possess. The present study examines how PYD attributes relate to life satisfaction in adolescents, considering the mediating effects of school-related factors ( school belonging, bullying, test anxiety, and relationship with teachers) and psychological distress and the moderating effect of gender and school level. Based on the literature, a path model was created and tested with a large group of adolescents. The results revealed that PYD attributes like confidence, connection, and competence are linked to school-related variables, which in turn are associated with psychological distress. Psychological distress, confidence, and connection are directly related to life satisfaction. While most associations showed no significant differences between gender and school level, there were some significant differences between these groups, namely the negative confidence-psychological distress association, which was higher for girls (lower and upper secondary), the positive confidence-life satisfaction and the negative connection-psychological distress associations that were higher for upper-secondary boys, and the negative confidence-bullying association, which was higher for lower secondary boys. These findings underscore the importance of promoting Positive Youth Development (PYD) in schools to enhance young people’s mental health and well-being, fostering a supportive and inclusive environment that benefits the entire school community.

Test anxiety is a growing concern among university students worldwide. High anxiety during exams can impair memory, concentration, and academic performance. Mindfulness-based cognitive techniques (MBCTs) combine mindfulness training with cognitive strategies. They help students regulate emotions and reframe unhelpful thought patterns. This study explored the effect of MBCTs on reducing test anxiety. A total of 80 undergraduate students were randomly assigned into two groups. The experimental group received eight sessions of MBCT training. The control group received no intervention during the same period. Pre- and post-test scores were measured using the Test Anxiety Inventory (TAI). Results showed a significant decrease in test anxiety among the MBCT group. Mean scores dropped from 72.4 to 49.8 after the intervention. The control group showed that there is no significant change in their scores, findings suggest that MBCTs are effective in reducing test anxiety. These techniques provide students with practical tools for managing academic stress.The study highlights the importance of integrating MBCT programs into university counseling services.

Omega-3 fatty acids (OM) have been employed as adjunctive therapy in patients with schizophrenia, but their potential as a preventive strategy remains unclear. This study aims to evaluate whether dietary OM supplementation during pregnancy may prevent schizophrenia-like deficits in a maternal immune stimulation (MIS) model. Pregnant Wistar rats were injected with PolyI:C (i.e. MIS) or Saline on gestational day 15. They were fed with OM-enriched chow, either from MIS until delivery (OM7) or throughout gestation (OM21). Two control groups (Saline-naïve & MIS-naïve) were maintained on standard chow. In adulthood, offspring were assessed through tests for locomotion, anxiety and short- and long-term memory (STM, LTM). Brain glucose metabolism and structural in vivo neuroimaging studies were performed using PET and MRI techniques. OM7/OM21 treatments prevented the hyperlocomotion in MIS-offspring while STM deficits were only improved by OM7. Both OM7/OM21 treatments prevented certain metabolic and volumetric changes in the cortex, as well as the enlargement of the ventricles. Additionally, OM21 protected WM integrity in MIS-offspring. Altogether, our study highlights the potential of prenatal OM dietary supplementation to ameliorate some of the SCZ-like deficits observed in the MIS model.

The role of separation anxiety and autonomic dysregulation in pediatric vasovagal syncope. A cross-sectional study.