Text Anxiety Research Articles

The Impact of Educational Stress on Adolescent Mental Health and Solutions

In recent years, the issue of adolescent mental health has attracted more and more attention from the society. Adolescence is a crucial period for human growth, and academic pressure accompanies the whole adolescence. Personal evaluation caused by academics or evaluation from others such as the teachers, the classmates and parents will cause fluctuations in mental health in adolescence. This article mainly discusses the negative impact of adolescent mental health caused by depression, text anxiety, social disorders, and other reasons caused by academic stress. Depression leads to negative emotions and a reduced sense of self-identity. Exam anxiety leads to complications such as psychological avoidance and insomnia. Social disorders lead to the inability to communicate with people normally and the inability to integrate into the group. Through these studies, solutions can be found to prevent adolescent mental health problems and their severity. This study has important research value for teenagers to solve mental health problems caused by academic stress.

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.

Perceived Influence of Test Anxiety on the Academic Performance of Secondary School Students in Physics

Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the secondary schools of the Obi Local Government Area in Benue State. Moreover, the results revealed a significant difference in the influence of test anxiety levels exhibited by male students on their average performance in physics in secondary schools. Significance: Similarly, a significant difference was observed in the influence of test anxiety levels exhibited by female students on their average performance in physics within secondary schools. Based on these findings, recommendations for school management are proposed.

The Reader, the Rodent, and the Viral Regeneration of Fear: Kafka’s “The Burrow” as a Covid-19 Allegory

Despite the varied responses to Covid-19 across the world, the pandemic created a universal culture of fear that reshaped human perception of public spaces, social relations, and the meaning of social distancing. In light of this, the article probes the polity of fear in Franz Kafka’s “The Burrow”, which I treat as a contemporary Covid-19 allegory. The article looks into the relationship between the abnormal actions of the animal-narrator in “The Burrow”, the identity crisis suffered by many modern-day individuals during the outbreak of the pandemic, and the paradox of reading within Kafka’s text. The process of reading Kafka’s story seems to provide a sound, logical, and coherent interpretation of its highly coded messages. However, in reality it cultivates a fearful, labyrinth-like network of manifold meanings, which are symbolically embodied in the continued acts of burrowing by Kafka’s underground animal, presumably a rodent, to secure its hidden place against possible intrusion. The article, on the one hand, shows that this animal–burrow and/or reader–text anxiety speaks to an apprehensive sense of physical disorientation and fragmented spatiality which individuals experienced in private and public spaces as a consequence of the Covid-19 pandemic. On the other hand, it reflects on relations between rodent/reader and their social environments, which can explicate the nature of social relations in contemporary cultures during the Covid-19 pandemic. The article shows how Kafka’s paradox of reading explicates the complex meanings of social interaction in a time of a viral pandemic and the fragile image of self-management in dangerous landscapes/texts that offer nothing but a frequent desire for re-building and/or re-interpretation.

Effect of test anxiety on academic achievement of adolescents in educational practices

The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.

The Effect of Parental Expectations on High School Students Test Anxiety: The Mediating Role of Academic Self-efficacy

Test anxiety among high school students and its influencing factors have been widely concerned by researchers from all walks of life and various fields. While parental expectations are a remarkable family environment element affecting text anxiety of high school students, academic self-efficacy, as an individual factor, has a more direct impact on test anxiety. The research explores the correlation model between parents expectations and text anxiety using parental expectations as a family environment factor and academic self-efficacy as an individual factor, to reveal the mechanism of parental expectations and academic self-efficacy affecting test anxiety of high school students. In the research, select 420 students from high school as subjects using a cluster sampling way. The Parental Expectations Scale, Test Anxiety Scale, and Academic Self-Efficacy Scale were used to conduct questionnaire surveys and structural equation model analysis was used for data analysis. The results showed: (1) High school students parental expectations can indirectly influence test anxiety via the mediation of academic self-efficacy; (2) Academic self-efficacy mediates the association between parental expectations and text anxiety; (3) Parental expectations and test anxiety, academic self-efficacy, self-efficacy of academic competence, and efficacy of academic conduct were significantly and positively correlated; (4) test anxiety, academic self-efficacy and academic competence efficacy were significantly negatively correlated.

Distinct Classes of Statistical Anxiety: Latent Profile and Network Psychometrics Analysis of University Students.

Many university students will experience statistical anxiety. Consequentially, the relationship between such anxiety and learning performance has been of concern to various educational researchers. To date, however, there has been no consistent resolution to this problem. Because previous studies have mainly used the perspective of variant-centered analysis rather than taking into account individual differences, this study argues that the different classes of statistical anxiety among university students may be an important influencing factor. In this study, 1607 Chinese university students who had just completed a statistics course were assessed using the Statistical Anxiety Scale, Statistics Learning Self-Efficacy Scale, and Learning Engagement Scale, and an exploratory study was conducted to determine whether university students' statistical anxiety could be divided into different classes. Latent profile and network psychometrics analyses were then used to analyze the data. (1) The latent profile analysis found that university students' statistical anxiety could be divided into three different latent classes: mild test anxiety, moderate text anxiety, and severe statistical anxiety. (2) The correlation analysis showed that the relationships among the three latent classes of statistical anxiety and learning performance were not entirely consistent, indicating that there was heterogeneity in the statistical anxiety of these university students. (3) Further network psychometrics analysis showed that the statistical anxiety network structure of the three latent classes has different core nodes that reflected the most important symptoms of statistical anxiety. There is heterogeneity in university students' statistical anxiety that can be divided into three latent classes. These core nodes in the statistical anxiety networks of the three latent classes were different, helping statistics instructors to better understand the nature of these latent classes, take different intervention measures for different latent classes of university students.

Anxiety in Learning German as a Foreign Language: Its Association with Learners Variables

This study aims to investigate the foreign language anxiety (FLA) level among learners of German as a foreign language and discover the relationship between FLA and students’ variables that are gender, year of study, achievement in German classes, experience staying in Germany for more than six months, weekly contact hours, and course load of the term. The study used a quantitative research method using a survey approach. The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz (1986), was administered to 246 German language learners in Jordan. Descriptive statistics, Chi-Squared, and univariate and multivariate ordinal logistic regression analysis were used to analyse the collected data then fitted on a regression model. The results suggest that the participants’ level of FLA was on a moderate level, with the anxiety of the German Class as the most dominant aspect and Text Anxiety as the least aspect. The gender of the participants and their weekly contact hours of the German language did not determine their level of anxiety in learning German as a foreign language. The variables that significantly affected the participants’ language anxiety, whether high or low anxiety, were the year of study, the German-language assessment score, staying for more than six months in Germany studying or field training, and the total number of credit hours registered for the term. It is recommended that language instructors create a positive and friendly attitude towards students to reduce language anxiety in the classroom.

THE EFFECT OF SELF REGULATED LEARNING ON LEARNING OUTCOMES THROUGH LEARNING MOTIVATION IN CLASS V IN THE LITUK CLUSTER, SOUTH ATAMBUA DISTRICT

The purpose of this study is to (1) determine the effect of self-regulated learning on learning outcomes and (2) determine the effect of self-regulated learning on learning outcomes through student learning motivation in class V. This research is an associative research with quantitative research type, using a questionnaire path analysis model that used include The Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and Groot (1990) to measure self-regulated learning and learning motivation. The results of the analysis show that: (1) There is a significant influence between self-regulated learning on student learning outcomes, seen from the two aspects of self-regulated learning indicators related to the use of cognitive strategies and self-regulation. (2) and there is a significant effect between self-regulated learning on student learning outcomes through learning motivation, seen from the three aspects related to self-efficacy, intrinsic value, and text anxiety.

Students' SES status and Test anxiety of the Undergraduate University Students

This paper was to study the relationship between socio economic status and test anxiety of undergraduate students. All the undergraduate students of all the departments of Sargodha University were the population. A sample pertaining 550 students were selected through multistage random including 181 male and 369 female students, selecting 50 students from 11 departments. Instruments were adapted socioeconomic status survey for students and Test Anxiety Scale (WTAS). After pilot testing both the instruments on 100 students, Cronbach Alpha value for WTAS was 0.79, and SACQ was 0.90. The study was descriptive and survey. Analysis of data was done through frequencies, means, percentages t-test, one-way ANOVA, and Pearson r. The majority of students showed a moderate level of SES as well text anxiety, female undergraduate students are of higher SES level and text anxiety than males, and no relationship between SES and test anxiety of the undergraduate students was found. A recommendation is that students may be exposed to group projects, seminars and guidance, and counseling sessions regarding test anxiety.

Anxiety Reduction and Improved Concentration in Schoolchildren through Wingwave® Coaching.

(1) Background: For nearly 20 years, the wingwave® method, which combines elements of eye movement desensitization and reprocessing (EMDR) and a muscular strength test, has been used to reduce anxiety and improve relaxation in subjects. Past studies have scientifically evaluated this method in various contexts and have found it to be effective. In this study, we investigated the effects of short-term wingwave® coaching on specific anxiety parameters regarding school, concentration ability, and subjective feelings towards two self-chosen themes in schoolchildren. (2) Methods: A group of 53 schoolchildren aged 11 to 12 years were randomly divided between an experimental and a control group. The experimental group received an intervention of three wingwave® coaching sessions (one hour each). In these sessions, past and present negative feelings towards school as well as psychological resources to face future tasks in school were focused on and utilized. (3) Results: The results showed that the overall text anxiety, manifested anxiety, and dislike of school decreased significantly in the experimental group after the three coaching sessions compared to the control group. Furthermore, both concentration ability and the subjective feeling towards self-chosen subjects improved significantly in the experimental group compared to the control group. (4) Conclusions: Our results indicate that the wingwave® method is an appropriate and effective instrument to reduce school anxiety and to improve concentration performance in schoolchildren—at least in the short and medium term.

Prevalence and Factors Associated With Suicidal Ideation in Medical Students With Migraine.

Background: The association between migraine and suicide ideation has been identified. However, the predictive factors of suicidal ideation are still controversial and whether migraine with aura can serve as an independent associated factor is uncertain. This manuscript studied the association between migraine with aura and suicidal ideation and explored the predictive factors for suicidal ideation.Methods: We surveyed 9,057 medical students and included 579 medical students with migraine into our study population. All students completed the General Situation Questionnaire, the Verified Headache Questionnaire, Hamilton Anxiety Scale (24 items), Hamilton Depression Scale (24 items), 36-item Health Survey Brief (SF-36), Headache Impact Text-6 (HIT-6), Test Anxiety Scale (TAS), and Pittsburgh Sleep Quality Index (PSQI). Suicidal ideation was measured by the Self-rating Idea of Suicide Scale (SIOSS).Results: Out of the 579 migraine medical college students, 562 (age 19.6 ± 1.6; 448 women and 114 men) were included in the final study. The positive rate of suicidal ideation was 13.7%. Compared with students suffering from migraine without aura, those having migraine with aura had higher suicidal ideation (p < 0.015). After adjusting for demographic factors and headache characteristics, migraine with aura was found to be independently associated with suicidal ideation. Other independent associated factors include anxiety, depression, test anxiety, sleep, headache, and quality of life. Among these various factors, high quality of life was found to play a protective role against suicidal ideation.Conclusions: Migraine with aura is independently associated with suicidal ideation. Furthermore, anxiety, depression, text anxiety, poor sleep quality, and headache frequency are associated with suicidal ideation among medical college students with migraine.

Test Anxiety in Autistic University Students-Preliminary Results from a German-Speaking Sample.

Autism is a neurodevelopmental condition associated with increased levels of anxiety. However, whether autism is related to heightened test anxiety as one situation-specific type of anxiety has not yet been examined. This question may be relevant for the achievement and well-being of autistic people in educational settings (e.g., at universities). In this study, we took a first step to investigate whether autistic university students have increased test anxiety. A sample of 16 German-speaking university students completed an established diagnostic instrument to measure test anxiety and its components of worry, emotionality, cognitive interference, and lack of confidence. The scores of the autistic students were compared with the test anxiety means and percentile ranks of the standardization sample for the applied test anxiety measure (n = 1350). For an additional comparison, the test anxiety means and percentile ranks of non-autistic university students (n = 101) were assessed during the last third of the semester; that is, close to the examinations. Overall, the results suggest that autistic university students have remarkably increased test anxiety. Although the present findings must be considered preliminary, they suggest that text anxiety in educational settings may be a neglected significant problem for autistic people that requires further attention in research and practice.

Association of Test Anxiety with Temporomandibular Disorder in Health Professions Students: A Cross-Sectional Study.

Objective To assess the prevalence of temporomandibular disorder (TMD) and its association with text anxiety among undergraduate medical, dental, and pharmacy students in Dammam, Saudi Arabia. Material and Methods. This cross-sectional study included health professions students who responded to Fonseca's questionnaire and Test Anxiety Inventory by Spielberger to evaluate TMD and test anxiety, respectively. TMD score was compared in different categories of students, and bivariate and multiple logistic regression analyses evaluated the influence of test anxiety on TMD. Results The study included 884 participants (44.8% males and 55.2% females) with a mean age of 21.46 ± 1.36 years. Regarding items of Fonseca's questionnaire, most students reported being tense/nervous (65.7%) and had headaches (57.5%). About 45.8% of the participants reported no TMD, and remaining had mild (40.4%), moderate (11.3%), and severe (2.5%) TMD. The mean TMD score was significantly higher in students with high test anxiety (25.6 ± 18.32) than those with low test anxiety (20.25 ± 16.97) (P < 0.001). Mean test anxiety scores significantly differed among TMD categories (P < 0.001) with the lowest score in the no TMD group and the highest in the moderate TMD group. Female gender (adjusted odds ratio 1.4, P 0.039) and high test anxiety (adjusted odds ratio 1.92, P < 0.001) were significantly associated with increased odds of having TMD. Conclusions The study revealed a high prevalence of TMD among students. There was a significant association between test anxiety and TMD. The data obtained may guide preventive policies and program on test anxiety and TMD.

Feedback Analysis of Test Anxiety and Academic Performance Among Students

Previous research has shown that test anxiety among students affects academic performance. Understanding the feedback mechanisms underlying the dynamics of test anxiety and academic performance among students will inform the development of interventions to cut the prevalence of text anxiety. Many theories have been proposed to explain the underlying causes of text anxiety and academic performance. In this research, the authors sought to synthesize the dominate theories of test anxiety and academic performance (i.e., cognitive attention model, learning deficit model, dual deficit model, and social learning model) and translate it into an explicit system dynamic simulation model that captures the main feedback loops. Simulation experiments were implement using synthetic data and variation of few parameters in the experiments produced realistic trajectories of students' academic performance.

The Text Anxiety in Relation to Academic Achievement of Kasturiba Gandhi Balika Vidyalaya (KGBV) Students – A Study

Test anxiety is a typical experience in classrooms, changing the performance of students from school for college, as a whole being adults who must take job-related exams. Test anxiety can also move termed as anticipatory anxiety, examination anxiety that occurs in a situation like facing the exam. Indeed, there is a stirred upstate in physiological level causing over-arousal, tension and somatic symptoms and psychological level causing poor attention, deterioration in perception and thought fluency this can lead to worry, dread, fear of failure, and catastrophic experiences before or during test situations among the students. In this context, the research attempted to study the present problem, i.e., Text Anxiety about Academic Achievement of Kasturba Gandhi Balika Vidyalaya(KGBV) students. For the study, the researcher identified 100 students studying (8th and 9th standard) in KGBV schools of Kuppam and Gudipalle Mondal of Chittor district of Andhra Pradesh.

Exam Anxiety Related to Exam Preparation Time and Number of Hours of Sleep and Comparison of Exam Anxiety among Rural and Urban, Hosteller and Non-Hosteller First Year Medical Students

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Exam anxiety intensifies psychological distress, reduces academic motivation and lowers performance. The present study aimed to identify exam anxiety related to exam preparation time and number of hours of sleep. Additionally, the present study attempted comparison of exam anxiety among rural and urban, hosteller and non-hosteller first year medical students. Westside Text Anxiety Scale (WTAS) were administered among 151 first year undergraduate medical students attending Bangalore Medical College and Research Institute. The results showed higher test anxiety scores and more studying hours among rural students with female preponderance. There was no statistically significant difference with regards to sleep hours and among hostellers, non-hostellers.&#x0D; The negative emotion of test anxiety which serves to raise the distress level among medical students is a common emerging concern and thus good intervention to build positive coping skills should be incorporated in the lives of medical students.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Ansiedad ante los exámenes en estudiantes de educación primaria: diferencias en función del curso y del género

A pesar de su alta prevalencia en el ámbito académico, pocos estudios han analizado la ansiedad ante los exámenes en la etapa de Educación Primaria. El presente estudio tuvo dos objetivos: determinar cuáles eran las asignaturas que generaban una mayor ansiedad ante los exámenes; y analizar las diferencias en los niveles de ansiedad ante los exámenes en función del curso académico y del género. Se utilizó una muestra de 250 estudiantes (Medad = 9.66; DTedad = 1.18), de la cual el 54.4% eran mujeres y el 45.6%, varones. El estudio de las asignaturas con mayor carga ansiógena ligada a los exámenes se determinó mediante la prueba χ2 de Pearson. Las diferencias de género y curso se analizaron mediante un ANOVA de dos factores. Los resultados obtenidos indican que las materias que generan más ansiedad ante los exámenes son las vinculadas al ámbito científico. Asimismo, se encontraron niveles de ansiedad significativamente más elevados en el estudiantado de los cursos superiores, no existiendo diferencias en cuanto al género. La interacción entre el curso y el género no resultó estadísticamente significativa. Se plantean algunas medidas psicoeducativas tendentes a reducir o eliminar la ansiedad ante los exámenes en Educación Primaria.

The Relationship between Test Anxiety and Academic Performance among Undergraduate Medical Students: A Cross-sectional Study

Undergraduate medical education comprises strenuous study and training for five and half years. Mental health of medical students remains affected throughout this period. The present study was done to assess the test anxiety in the undergraduate medical students and to find out the relationship between the test anxiety and academic performance in the students. This cross-sectional study was conducted in a rural BPS Government Medical College For Women, Khanpur Kalan, Sonepat. The study population included all the undergraduate medical students enrolled from 2013 to 2017. Data pertaining to various socio-demographic characteristics were obtained by interview technique using a pre-designed, pre-tested questionnaire ensuring privacy and confidentiality and reviewing academic records. Nist and Diehl test anxiety questionnaire was used to determine the anxiety score of students. Statistical analyses were carried out with R v 3.5.1. A total of 240 students participated in the study. More than one quarter (26.3%) of the students did not suffer from test anxiety, 62.9% students exhibited healthy test anxiety and 10.8% of the students experienced unhealthy test anxiety. In relation to academic performance of the respondents, 4 (12.5%), 47 (24.9%) and 12 (63.2%) of respondents who performed fair, good and excellent respectively had no anxiety level as against those who had healthy anxiety and unhealthy anxiety level and these differences were statistically significant. In conclusion, the text anxiety is significantly associated with academic performance. These findings suggest the need of healthcare provision to prevent unhealthy test anxiety among medical students, as it decreases the academic performance.

The effect of dbt-informed mindfulness skills (what and how skills) and mindfulness-based stress reduction practices on test anxiety in college students: A mixed design study

Many studies have shown the anxiety reducing effects of extended mindfulness interventions; however, few have examined mindfulness interventions on test anxiety in a college student population. This study assesses the effects of Dialectical Behavior Therapy’s (DBT’s) mindfulness skills and Mindfulness-based Stress Reduction practices over an 8-week period on college students. Participants (N = 43), included randomly assigned college students that were either included in a mindfulness group (an 8-week mindfulness training course), an online mindfulness group, or acted as a waitlist control group (no intervention received). Participants were assessed on text anxiety, general anxiety, and mindfulness at the beginning, mid-way point, and end of the study. Participants in the mindfulness conditions showed significant within-group reductions in test anxiety, general anxiety, and all sub-scales of mindfulness, except Observe, while participants in the Wait-List Control group primarily did not show changes. This specific mindfulness intervention that taught the “What” and “How” skills of DBT’s mindfulness module can help students reduce test anxiety and general anxiety as well as increase individual levels of mindfulness.