Test Anxiety In Students Research Articles

Multiple-Choice Test Format and Student Test Anxiety: A Case Set in a Technical Analytics Class

Multiple-Choice Test Format and Student Test Anxiety: A Case Set in a Technical Analytics Class

Test Anxiety Among Czech Pupils in Lower-Secondary Education

Test anxiety remains a compelling focus of contemporary research. This attention may be, in part, due to the continued reliance on high-stakes testing, which plays a pivotal role in students' academic trajectories. Our research had several objectives. Given the lack of research on test anxiety in the Czech Republic, our primary aim was to adapt and validate the Children's Test Anxiety Scale (CTAS) on a sample of 740 lower-secondary students (ages 13-15). The results demonstrated adequate construct validity, supporting the three-factor model of the CTAS. Moreover, we investigated the relationship between test anxiety, academic self-concept, and educational outcomes alongside other demographic variables. Our findings revealed a strong negative correlation linking students' academic self-concept and test anxiety. Although no direct correlation emerged between test anxiety and educational outcomes, a linear regression indicated a significant shift: educational outcomes (grades) became significant predictors when considered in conjunction with academic selfconcept. Additionally, our study confirmed a significant impact of gender on test anxiety levels (girls exhibited higher test anxiety than boys) and a modest but significant correlation with parental educational background.

Determinants Of English Language Anxiety With Respect To Educational Background Among Undergraduate University Students: A Comparative Study

A large group of English language students especially students belonging to all educational levels are anxious in language education progression. Several studies have deduced that anxiety can be an obstacle to success in second or foreign language learning. The purpose of this study was to compare language anxiety of different educational[1] background in Pakistani education system. The research undermines a quantitative research methodology follows a deductive approach. For this research, the target population was undergraduate students of different educational backgrounds of private University. The sampling technique for this research was Purposive Sampling. The sample size for this study was 349 whereas; the data was collected through primary sources. The collected data was then analyzed through Pearson Correlation tests, T tests. The reliability of the data was analyzed through Cronbach Alpha. Since this study was a comparative study, in this regard the research paper attempted to compare the test anxiety of students of Matric system with the Cambridge System. Essentially, there is a very slight difference in the levels of language anxiety between matric and Cambridge students of Private Universities of Karachi. Like previous conducted research this study also revealed that nonnative language especially in higher level i.e. in university level is the most anxiety exasperating second language skill.

Mindfulness for test anxiety and negative self-evaluation in high school

There is growing evidence that mindfulness-based interventions reduce test anxiety in university-level students, but less is known about high school students. Adolescence is a time of frequent testing, identity concerns, and increases in self-conscious emotions. We hypothesized that test anxiety would be associated with negative self-referential thinking (negative self-thinking, study 1) and that Mindfulness-based Stress Reduction (MBSR) would reduce test anxiety, negative self-thinking, and self-judgment (study 2). 455 high school students (M age = 17.1 years (SD = 1.07), 43.2% female) reported their test anxiety and negative self-thinking in a cross-sectional study (study 1) and 33 high school students (mean age = 17.5 years (SD = 1.60, 88% female) reported measures at the pre-, post, and one-year follow-up during an 8-week MBSR course (study 2). Test anxiety was positively related to negative self-thinking (study 1). Test anxiety and self-judgment were reduced after participating in MBSR and remained low one year after (study 2). Negative self-thinking was not reduced during the intervention. MBSR seems promising in reducing test anxiety and self-judgment in adolescents and might increase awareness of negative self-thinking, perhaps also reducing the impact of such thoughts by encouraging observation of the thoughts as “events in the mind” rather than facts. Mindfulness training seems promising for reducing test anxiety in high school, but results need to be replicated in larger samples with a control group.

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.

Current status and influencing factors of test anxiety of senior one students in Yanji, China: a cross-sectional study.

Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

Evaluating Perceptions of Test Anxiety Among Student Pharmacists and Faculty Members: A Pilot Study

ObjectiveThe purpose of this study was to determine student perceptions versus actual level of test anxiety, as measured by the Cognitive Test Anxiety Scale-2 (CTAS-2), and student and faculty perceptions of test anxiety with regard to prevalence, impact, ease of treatment, and importance in pharmacy education. MethodsTwo independent Qualtrics questionnaires were distributed via email to all students and faculty in the professional pharmacy program (years 1–4) at the University of Mississippi. The first questionnaire evaluated pharmacy students’ perceptions of test anxiety and self-awareness of personal test anxiety. The second questionnaire evaluated faculty members’ perceptions of student test anxiety. The questionnaires had 50 and 21 questions, respectively, and were developed from validated, reliable questionnaires used in Cognitive Test Anxiety (CTA) research. ResultsQuestionnaires were completed by 123 students and 19 faculty. Overall, 46 % of students had a self-perception of “high test anxiety”, with 28 % having a CTAS-2 score that correlated to severe test anxiety. A majority of faculty respondents (84 %) believed severe test anxiety affects 30 % or less of pharmacy students and may be associated with poor academic performance. ConclusionStudent pharmacists’ self-perception of test anxiety and perception of difficulty mitigating test anxiety may be overestimated. Overall, faculty accurately estimated the degree of test anxiety, felt confident in being able to help students, and believed it should receive attention from both faculty and the university.

Brief Meditation on Test Anxiety of Eighth Grade Chinese Students: Chain-Mediating Roles of Mindfulness and Self-Efficacy

Numerous studies have revealed an alarming prevalence of test anxiety among Chinese junior high school students. Prevention of test anxiety in this population has become crucial. Brief meditation intervention (BMI) has shown promising results for promoting students’ well-being and reducing test anxiety, but its mechanism for reducing test anxiety remains unknown. This study examined the effects of BMI and the roles mindfulness and self-efficacy play in mediating between the intervention and test anxiety. The BMI was optimized in content and form and culturally tailored for Chinese eighth graders. It includes guided meditation with relaxation music, mindful breathing and body scanning, and positive suggestions that promote self-efficacy. Six eighth grade classes at an urban junior high school in Beijing (N = 202, Mage = 14.14, 102 males) were assigned to either a BMI group (3 classes, N = 103) or a control group (3 classes, N = 99). Test anxiety, mindfulness, and self-efficacy measures were administered before, in the middle of, immediately after, and one month after the intervention. Repeated measures ANOVA and mediation analysis indicated that BMI had a significant effect on reducing test anxiety and enhancing mindfulness and self-efficacy over time. The study also found that mindfulness and self-efficacy played a chain of mediating roles in the relationship between BMI and test anxiety. The mediation effect value accounted for 68.35% of the intervention effects.

The relationship between COVID-19 stress and test anxiety in art students: the chain mediating roles of intolerance of uncertainty and sleep quality

BackgroundThe global spread of COVID-19 has brought immense physiological and psychological distress to students, such as test anxiety and poor sleep quality. This study aims to explore the relationship between COVID-19 stress and test anxiety and the mediating roles of intolerance of uncertainty and sleep quality between them.MethodsA study was conducted in China during the late stage of the pandemic. A total of 936 Chinese art students (age M = 18.51, SD = 2.11, 46.6% female) completed the Coronavirus Stress Measure (CSM), the 12-item Intolerance of Uncertainty (IUS-12), the Brief Version of the Pittsburgh Sleep Quality Index (B-PSQI), and the Test Anxiety Inventory (TAI). A chain mediation model analysis was conducted to examine the mediating effects of intolerance of uncertainty and sleep quality on the association with COVID-19 stress and test anxiety.ResultsCOVID-19 stress was positively associated with test anxiety (β = 0.50, p < 0.001). The intolerance of uncertainty and sleep quality partially and serially mediated the relationship between COVID-19 stress and test anxiety (β = 0.01, 95% CI = 0.01 to 0.02).ConclusionThese findings suggest that art students’ intolerance of uncertainty and sleep quality partially and serially mediate the relation between COVID-19 stress and test anxiety. The results have significant implications for the intervention and prevention of test anxiety, providing additional evidence for the relationship between COVID-19 stress and test anxiety.

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.

The Impact of College Students’ Emotional Intelligence and Achievement Motivation on Test Anxiety: A Case of 3 Colleges at Chongqing

Test anxiety is a special psychological reaction characterized by worry and tension under the excitation of test situations. In the environment of China's test-oriented education, there is a common phenomenon of test anxiety among students. Test anxiety is particularly acute in the context of the current coronavirus pandemic. It not only affects students' learning, but also has an important impact on their mental health, so the problem of test anxiety cannot be ignored. This study starts from the factors that affect test anxiety, explores the relationship between emotional intelligence, achievement motivation, and test anxiety of college students under the current background of the new coronavirus epidemic, and on this basis, discusses the influence of emotional intelligence and achievement motivation on test anxiety. In this study, the Emotional Intelligence Scale (EIS), Test Anxiety Scale (TAS) and Achievement Motivation Scale (AMS) were used to survey college students in 3 Chongqing universities through questionnaires, and descriptive statistics, variance analysis, correlation analysis, regression Analysis and other methods were used to explore the relationship and influence of college students' emotional intelligence and achievement motivation on test anxiety, and to analyze the influence mechanism of college students' emotional intelligence and achievement motivation on test anxiety.

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

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

Relationship between Academic Self-Efficacy and Test Anxiety in Middle School Students

The period of middle school is not only a stage of academic advancement but also a crucial phase for the overall development of adolescents. In recent years, the academic stress on middle school students has been on the rise, and the increasing levels of test anxiety and academic pressure have led to psychological issues among this group. This paper employs a literature review approach to retrospectively analyze a series of empirical studies exploring the relationship between academic self-efficacy and exam anxiety in middle school students. By comparing the research findings, it delves into the correlation between academic self-efficacy and exam anxiety, providing a foundation and reference for future research on test anxiety. Research conclusions: (1) Academic self-efficacy in middle school students can negatively predict test anxiety; (2) External factors significantly influencing academic self-efficacy in middle school students include teacher expectations and teacher-student relationships. To alleviate test anxiety among middle school students, positive expressions of teacher expectations for student exam performance are recommended. It is also suggested to increase positive evaluations from teachers and peers after completing learning tasks.

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

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

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.

A Correlational Study to Investigate the Relationship Between Test Anxiety and Sleep Quality in Undergraduate Female University Students

A Correlational Study to Investigate the Relationship Between Test Anxiety and Sleep Quality in Undergraduate Female University Students

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.

The Effect of Critical Thinking Skills Training on Academic Achievement and Test Anxiety of Pre-University Students

The Effect of Critical Thinking Skills Training on Academic Achievement and Test Anxiety of Pre-University Students

The influence of family upbringing on test anxiety of college students: The mediating role of perfectionism

The influence of family upbringing on test anxiety of college students: The mediating role of perfectionism