Westside Test Anxiety Scale Research Articles

Study of test anxiety amongst undergraduate medical students from the state of Gujarat.

Test anxiety is physiological and behavioral response that accompanies concerns about possible negative consequences of failure on an exam. Undergraduate medical students had their academics disrupted during COVID-19 pandemic. This study was done to assess levels of test anxiety among undergraduate medical students, its variance in relation to demography, COVID-19 pandemic, learning experiences, and individual factors. Online questionnaire-based survey was done among undergraduate medical students from medical schools of Gujarat. Students from 1st, 2nd, and 3rd years who were about to appear in final exams from March to June 2021 and were asked to enroll on the survey. Apart from demography, COVID-19-related factors, learning experiences during lockdown, 10-item Westside test anxiety (WTA) scale was used to assess test anxiety levels and Kessler Psychological distress (K10) scale was used to assess level of psychological distress. Total of 370 students participated. Mean WTA Score was 3.15 ± 1; 60.2% of the respondents had moderate or higher levels of test anxiety. On bivariate analysis, WTA score was found significantly associated with year of study, coming from vernacular medium, various lockdown-related issues (poor internet connection, family financial problem, lack of information, worry about future), various learning experiences (self-rated proficiency with computers, feeling ill prepared for exams, feeling ill prepared for practical), and K10 score. Of these associations with K10 score, coming from vernacular medium and feeling ill-prepared for exams were maintained on multiple-linear regression. Vernacular medium of study during high school was found associated with test anxiety among medical students and can be a potential area of intervention. There may be merit in using WTA scale as a surrogate marker for distress in medical students.

Compare the Perceived Level of Test Anxiety between Novice and Final Year Undergraduate Nursing Students

Background: Feeling nervous about exams is a normal feeling among college students. Test anxiety is a feeling of agitation and distress associated with test taking, which impacts the student’s ability to study or perform on the test. Students who are likely to have test anxiety are high-achieving students and unprepared students. This study aimed to assess the perceived level of test anxiety among undergraduate Nursing students and to find out the strategies used by the students to overcome the test anxiety. Methodology: Comparative study with 180 undergraduate Nursing students aged between 18 to 23 years. There were 90 respondents in each group. The tool used to assess test anxiety was the west side test anxiety scale. Purposive sampling techniques were used. Analysis and Results: In total there were 180 participants. They were a group with 90 participants. Among them 42% were boys and 58% were girls. In the novice students group, 43% were boys and 57% were girls. On the other hand, 41% were boys and 59 % were girls in Final year nursing students. 72.2% of novice students experience High normal to extremely high test anxiety. Surprisingly 77% of the final students had experienced High normal to extremely high test anxiety. To compare the groups, a t-test was used with a mean anxiety value. This was done at a 0.05 level and the P values (0.2315) show that there is no difference in the anxiety level between novice students and final-year students. Surprisingly the test anxiety means the value was higher than the novice students. Conclusion The present study revealed that 28% of them were comfortable in the novice group and 23.3 % of final-year students showed normal/average levels of test anxiety. The rest 72.2 % from the Novice group and 77% of Final year students were having test anxiety from High normal test anxiety to extremely high test anxiety. The t-test value showed that there is no difference in test anxiety between novice and final-year students. The final years were more anxious due to a lack of preparation and fear of final scoring. From the group of novice students, 72.2 % of them experienced high test anxiety which needs to be addressed with proper guidance and mentoring. In the early stage itself, this needs to be rectified for better academic performance in consecutive years. The remaining students are to be monitored with their academic performance and given the appropriate guidance to excel in their academics. Medical teachers need to be aware of the factors causing exam anxiety and give them proper training from day one onwards.

Exam Anxiety among Medical Students in Dhaka City and Its Associated Factors-A Cross-sectional Study

Exam anxiety can be term as a mental disorder found in most students. It is a kind of fear and scaredness for which students choose to avoid the feared situations such as exams. A little bit of anxiety is common before and during the examination. Still, it can negatively impact their mental health and academic performances when it is more than the threshold level. The reasons might be expectations and pressure from parents and for competition with other peers. A cross-sectional study was conducted among medical students of Dhaka City in Bangladesh to see the status of examination phobia as they were usually going through lots of exam pressure than any other students. A structured questionnaire was used to conduct this study. WATS (West Side Test Anxiety Scale) was incorporated into the questionnaire to assess the phobia and anxiety levels of the students. Both descriptive and inferential statistics were performed for intensive analysis. Medical students must go through several different kinds of exams such as oral examination (viva), written, objective structured practical examination (OSPE), practical, short case, long case; all these things together play a contributing role in the induction of anxiety. More than 30% of students were suffering from moderate to severe examination anxiety, which compelled them to dropout or avoid the potential exams. The findings of this research can contribute significant impact on public health and mental health studies and the mental health professionals can provide policy guideline to the medical student to reduce exam anxiety. Further study needs to be done on a large scale to see a broad-spectrum scenario to assess the severity level of test anxiety and mental health status in the in the COVID-19 pandemic changing situation.

A Pilot Study of Reducing Test Anxiety in a Cohort of Underrepresented in Medicine MCAT Students Using Near-Peer Coaching

Background: The Medical College Admission Test (MCAT) is a standardized exam taken by prospective medical students. The MCAT is critical for success in most of the US and parts of Canada, and such pressures may enhance test anxiety. For students from Underrepresented in Medicine (URM) backgrounds, this is often compounded by being the first in their family to take the MCAT. Methods: We conducted a literature review for interventions on test-related anxiety. Based on our findings, we elected to establish a pilot near-peer coaching (NPC) program for URM students enrolled at the Medical College of Wisconsin MCAT program. We quantified baseline and specific time point test-anxieties using the validated Westside test anxiety scale. We asked about MCAT concerns and program impressions via a free-response section and analyzed results with inductive analysis. Results: Our review could find no other studies examining MCAT related test anxiety in the prospective medical student population. NPC was chosen because of its accessibility. At baseline, approximately 50% of students had at least moderately high-test anxiety; meeting the threshold for intervention. Most students perceived themselves as unconfident in their ability to do well on the MCAT. We observed a decrease in test anxiety after coaching sessions. Students received the program well however, wanted to be able to choose the content and have more meetings. Conclusion: This observational pilot study suggests that URM pre-medical students have MCAT related test anxieties high enough to warrant intervention and that NPC is well-received and correlates to reduced test anxiety levels.

A Study to Assess the Correlation between Academic Test Anxiety and Self-Esteem among Undergraduate Students

Abstract Introduction The time of examination and evaluation 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. So, the present study focuses on assessing the academic test anxiety and self-esteem among undergraduates. The objectives of the study were: determining the academic test anxiety and self-esteem among students and find out the correlation and association between academic test anxiety and self-esteem. Materials and Methods A quantitative research approach had been adopted and descriptive correlational survey design was used to identify the academic test anxiety and self-esteem among first year students from selected constituent colleges of NITTE (Deemed to be University) at Paneer campus. The sample consisted of 300 first year undergraduate students. The participants were selected using convenient sampling technique. The data were collected using the sociodemographic pro forma, standardized Westside Test Anxiety Scale and State Self-Esteem Scale. The data were computed using descriptive statistics and inferential statistics like Karl Pearson's correlation coefficient test, Fisher's exact value, and chi-square value. Result Majority of (79.9%) of the participants were in the age group of 18 to 19 years. The mean age of the participants was 18.56 ± 0.928 with minimum age 17 and maximum age of 21. Regarding entry level percentage of marks (Pre-University Course/+ 2), 34.7% of participants secured with more than 80% of marks in their entry level examination followed by 38.2% of the participants scoring between 70 and 79% and only 16 (5.6%) participants counted between 45 and 59%. Majority (76%) of the participants were females. The study reveals that 32.3% of the participants experienced moderate level of test anxiety and 17% of the participants experienced severe level of test anxiety followed by 34.7% participants experiencing mild levels of test anxiety. The mean test anxiety score was 2.97 ± 0.55 which indicates that average participants were showing moderate level of test anxiety. There is a significant medium positive correlation between academic test anxiety and self-esteem (r value = 0.497 and p ≤ 0.001). As the p-value was more than 0.05 (p = 0.09, p = 0.86), there is no significant association found between previous academic performance with level of academic test anxiety or self-esteem. Conclusion The study concludes that, students' self-esteem can be enhanced and test anxiety can be reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully.

Abstract- Poster

Background:Test anxiety is physiological and behavioral responses that accompanies concern about possible negative consequences of failure in an exam. Undergraduate medical students had their academics disrupted during COVID-19 pandemic.Aims:To study levels of test anxiety among undergraduate medical students, its variance in relation to demography, COVID-19 pandemic, learning experiences and individual factors.Method:Online questionnaire-based survey was done amongst undergraduate medical students from medical schools of Gujarat. Students from 1st, 2nd and 3rd years who were about to appear in final exams from March to June 2021, were asked to enroll in the survey. Apart from demography, COVID-19 related factors, learning experiences during lockdown, 10-item Westside Test Anxiety (WTA) scale was used to assess test anxiety levels and Kessler Psychological distress (K10) scale was used to assess level of psychological distress.Results:Total of 370 students participated. Mean WTA Score was 3.15±1; 60.2% of the respondents had moderate or higher levels of test anxiety. On bivariate analysis WTA score was found significantly associated with year of study, coming from vernacular medium, various lockdown related issues (family financial problem, worry about future) various learning experiences (feeling ill prepared for exams,) and K10 score. Of these association with K10 score, coming from vernacular medium and feeling ill-prepared for exam were maintained on multiple-linear regression.Conclusions:Vernacular medium of study during high school was found associated with test anxiety amongst medical students and can be a potential area of intervention

Assessment of Examination Related Anxiety among Students in a Medical College at Kolkata, India: A Cross-sectional Study

Introduction: Medical education is considered to be one of the most academically and emotionally demanding training programmes out of any profession. Stress causes a negative effect on the students’ psychosocial well-being. Students having anxiety can experience intense feeling of fear or panic and also impairs concentration and working memory. Aim: To estimate the examination related anxiety levels among medical students. Also, to find out its association with different lifestyle and behavioural factors. Materials and Methods: This institution-based cross-sectional descriptive study was conducted among 365 medical students of Calcutta National Medical College, Kolkata, West Bengal, India, from February 2022 to March 2022. The study used predesigned, pretested, and semi-structured questionnaire. To assess anxiety level, the 10-item Westside Test Anxiety Scale was used. The scale consists of 10 questions which are answered based on a 5-point scale. Data was analysed done in Statistical Package for Social Sciences (SPSS) version 16.0. Results: Out of 365, 108 (29.6%) students suffered from moderately-high test anxiety during exams in both 1st and 2nd professional MBBS year. Only 8.2% students had comfortably-low test anxiety, whereas, 11.2% had extremelyhigh test anxiety. Among the first year students 37.5% male and 19.5% female had moderately high to extremely high level of test anxiety. In second year students 34.6% male and 20.6% female had moderately high to extremely high level of test anxiety. Male gender, addiction to smoking, addiction to alcohol, virtual gaming habit, coming from a nuclear family, and staying at home during exams had greater odds of having high anxiety than their counterparts. Addiction to smoking had adjusted odds of 1.52 and was found to be statistically significant. Students who resided in their homes had 2.34 times more chances of having high test anxiety and this association was found to be statistically significant. The practice of yoga was found to be protective with adjusted odds of 0.31 and this was also statistically significant. Conclusion: Male gender, addiction to smoking and alcohol, virtual gaming habit, coming from a nuclear family and staying at home during examination time had greater impact on anxiety level than their counterparts. The practice of yoga was found to be protective. Involving students in different extra-curricular activities like outdoor games, yoga, playing music may be helpful in alleviating anxiety level.

EFFECT OF TEST ANXIETY ON STUDENTS’ ACADEMIC PERFORMANCE: A SURVEY STUDY OF PUNJAB SECONDARY SCHOOLS

AbstractThis research inquiry was conducted to probe the consequence of test anxiety on students’ academic performance. The research design was descriptive, while the quantitative research approach adopted for the purpose of collecting and interpreting the desired information. 504 students (252 male and 252 female students) of the 10th class were selected as sample from nine cities of Punjab. The Westside Test Anxiety Scale for measuring test anxiety which was prepared by Richard Driscoll, Ph.D. available on the American Test Anxiety Association web was used to gauge the test anxiety of the students. For statistical investigation and interpretation, Pearson r was exercised. The findings of the study supported the research hypothesis as a significant correlation (r= -.072*) in students with higher anxiety and their academic performance and in students with low anxiety with their academic performance (r= -.083*) was found. The study also hypothesized that as the degree of anxiety raisin the level of academic performance would decline and vice versa. The value of Pearson r showed a significant connection between test anxiety and academic achievement/ performance as p< .05. Thus the null hypotheses of the study were rejected.

Test Anxiety and Its Relationship to Self-Esteem During the COVID-19 Pandemic

This research aimed to investigate the level of test anxiety and the relationship between test anxiety and self-esteem among the students of the faculty of Science and Arts in Rafha campus, Northern Border University, KSA during the COVID-19 pandemic. In addition, it intended to identify the differences in test anxiety among the students according to gender variable. The researcher applied the descriptive method, prepared a preliminary data form, and used the Westside Test Anxiety Scale by Driscoll (2007) and the Self-esteem Scale by El Sayed (2019). The data were collected online, and the sample size was (336) students. The results showed that the level of test anxiety among the students of the faculty of Science and Arts during the COVID-19 pandemic was high. The correlation coefficient between the impairment subscale and self-esteem was negative but statistically insignificant. Moreover, the correlation coefficients between both the worry subscale and the test anxiety total scores with the self-esteem resulted in a negative sign and statistically significant. There were significant differences in test anxiety among the students in the impairment subscale, the P-value was (0.005), which indicates that the difference between the two means is statistically significant, and the males’ mean is greater. While the P-value for the worry subscale was (0.226), which indicates that the difference was insignificant, the P-value of the test anxiety total scores was (0.029), which reveals that the difference between the two means is statistically significant, and the males’ mean is greater.

A Scoping Review of Aromatherapy Evidence for Test Anxiety in Nursing Education

Background: Aromatherapy is a holistic intervention that is purported to relax or stimulate cognitive performance in nursing students and improve sleep disturbances depending upon the essential oil and the method of delivery. Test anxiety is a prevalent educational issue for nursing students that can lead to poor outcomes during the course of their nursing education. Test anxiety can have adverse consequences for students such as poor performance, failure, and attrition in the nursing program. Objective: The aims of this scoping review were to identify, summarize, and synthesize aromatherapeutic evidence implemented and evaluated in nursing education to decrease anxiety and test anxiety and improve test taking and sleep among nursing students. It also aims to propose methodologies that best utilize aromatherapy in nursing education. Methodology: A scoping review of the research evidence was done using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (2021). Results: Nine studies (2008-2019) were identified from the United States, the Philippines, and Turkey. The majority of designs were reported as RCTs (random control trials), with small non-diverse samples reported. Lavender, rosemary and lemon oil were administered via inhalation and hand massage methods. Anxiety and test anxiety were evaluated using scales (Cognitive Test Anxiety, Westside Test Anxiety Scale, State Trait Anxiety Inventory) and vital sign data. Test anxiety decreased with aromatherapy hand massage, and lavender and rosemary scents. Pulse rate decreased while blood pressure was non-significant. Studies did not use sleep disturbances as a variable. Conclusions and Recommendations: Various essential oils and delivery methods were used to mitigate anxiety and test anxiety among nursing students; however, there is limited data available to understand the design, chemistry and concentration of the essential oils used in the studies. There should be comprehensive reports of the design and evidence for use in nursing education.

The Effectiveness Of Cognitive Behavior Therapy (CBT) To Reducing Anxiety Of 6 Th Grade Elementary School Students Who Will Face The National Exam

The purpose of this study was to test the effectiveness of Cognitive Behavior Therapy (CBT) in reducing anxiety of 6th-grade elementary school students who will face the national exam. The research participants were 24 students from the Indonesian Quantum School. This research is an experimental study using a single-group pretest-posttest design (one group pretest-posttest design). The techniques given are self-talk, deep breathing, progressive muscular relaxation, imagery, psychoeducation, and rewards. The data were obtained using the Westside Test Anxiety Scale (WTAS) to measure students' anxiety in facing exams, open-ended questions to students, and interviews with school principals and class coordinators. The analysis technique used is the paired sample t-test, analysis of changes in anxiety categories, and determining the themes of the interview results. Based on the results of the paired-sample t-test, the t value was 3,260 with a significance value of 0.003 (p <0.05). Thus the hypothesis proposed in this study is accepted, namely, CBT is effective in reducing anxiety facing the national exam in 6Th-grade elementary school students. The results of the anxiety category analysis showed that after participating in the training, there was a decrease in the number of students with anxiety in the moderately high and high anxiety categories (13 people to 8 people) and high normal anxiety (11 people to 4 people). The number of participants with anxiety in the normal and low categories is increasing (0 to 12 people). Based on the results of the interview, it was found that after participating in the training, the class coordinator felt calmer because the students were better prepared for the psychological techniques that had been taught. The principal was satisfied that the student's grades had improved and asked that training be held again for the next batch.

EFFECTS OF EXAMS ANXIETY AS PER GENDER VARIANCE AT SECONDARY SCHOOL LEVEL IN DISTRICT QUETTA

&#x0D; &#x0D; Test anxiety has got universal attention of several researchers working in the field of education during recent years due to its positive or negative impact on students’ academic achievements. The current study intended to evaluate the gender variation in test anxiety level at secondary school level in Public Schools in District Quetta. The descriptive research design with quantitative research technique is utilized for data collection. The participants of the research study were 172 (102 boys,70 girls) Students. “Westside Test Anxiety Scale, was used for measuring test anxiety scores. For evaluating the variance among gender in Test anxiety Average scores, an Independent sample t - test was performed with SPSS. The result indicated the prevalence of anxiety in boys and girls, but no statistically significant variation was detected in genders. The finding of the study has educational implication for educational institutes and professional assistance for recommendations educationalists, counsellors and other concern bodies, further the study has fundamental help for students in coping anxiety in evaluative circumstances.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Analysis of licensure examination anxiety and its influencing factors among undergraduate nursing students

Background: Examination anxiety is a concern for educational policymakers because of the impact it can have on the overall outcome of the performance of the candidates who partake in such examinations.Aim: The aim of this study is to determine the examination anxiety level of students of Nursing and Midwifery College, Agogo, and Presbyterian University College and to evaluate the factors affecting them.Materials and Methods: A total of 160 undergraduate nursing students comprising 80 degree and 80 diploma students were conveniently sampled for the study. The study was conducted in September 2019 using a descriptive cross-sectional design. The Westside Test Anxiety Scale was used to measure examination anxiety among the participants. A researcher-designed questionnaire in which participants responded to a three-point Likert scale was used to assess factors influencing examination anxiety.Results: The findings of the study showed that test anxiety was higher among the diploma candidates (M = 3.60) than the degree candidates (M = 2.95) and the difference was statistically significant (P = 0.024). Demographic characteristics such as age (P = 0.009), sex (P = 0.003), study hours per day (P = 0.001) were found to be significantly associated with test anxiety. The factors found to influence examination anxiety among students were volume of materials to study (P = 0.044), level of preparation (P = 0.005) perceived difficulty of the questions (P = 0.033) and myth about examinations (P = 0.000). The perceived importance of the examination (P = 0.057) and schedule of the exams (P = 0.68) did not influence examination anxiety.Conclusion: Candidates for the licensure examination organized by the Nursing and Midwifery Council of Ghana should be assessed for test anxiety and offered the necessary psychological support where necessary.

Test anxiety and procrastination in physiotherapy students.

BACKGROUND:Short-term academic procrastination may be accompanied by negative outcomes such as anxiety, stress, and depression. The current study aims to evaluate the two parameters of procrastination and test anxiety in physiotherapy students and explore whether a relationship exists between them.MATERIALS AND METHODS:A descriptive, cross-sectional survey with a prospective study design was carried out over a period of 6 months. The study used a two-staged cluster sampling method: 220 undergraduate and postgraduate physiotherapy students from colleges in Mumbai and Navi Mumbai participated in the study, ensuring participation of students from each year of the course. The Westside Test Anxiety Scale was administered to evaluate test anxiety, and the Academic Procrastination Scale was used to evaluate procrastination. To illustrate the basic demographics of the participants, descriptive statistics were used. A correlation matrix was used to analyze the correlation between the two parameters.RESULTS:The mean procrastination score of the physiotherapy students was 74.1. Amongst undergraduates, the highest procrastination was seen in the 3rd Bachelor of Physiotherapy students (mean = 76.7), whereas among postgraduates, the highest procrastination was seen in Master of Physiotherapy 1 students (mean = 75.7). The mean test anxiety score was 3, indicating moderately high test anxiety among students. There was a statistically significant, positive correlation between test anxiety score and procrastination score (P value = 0.000, Pearson's correlation co-efficient = 0.383).CONCLUSION:Both test anxiety and the tendency to procrastinate were present among undergraduate and postgraduate physiotherapy students, in varying degrees. There was a positive correlation between the two factors.

Effect of sleep, breakfast and physical activity on test anxiety and psychological distress

Introduction: Student psychological distress, emotional disorders, burnout and suicidal ideation are a bitter reality of our present day competitive educational system. Stress is heightened during examination periods. The essentiality of predictors is to find coping techniques to reduce test anxiety and psychological distress, simultaneously maintaining healthy stress and a healthy body, which is needed to drive performance. Material and methods: A cross-sectional study of female medical students for test anxiety and psychological distress was done on, the effects of sleep the night before examination, breakfast consumption before exam and students involvement with exercise or sports. Westside test anxiety scale and Kessler’s psychological distress K10 scale was used to assess the test anxiety and psychological distress along with self-reporting of breakfast consumption, involvement in exercise or sports and sleep duration in the night before exam. Results: This study shows significant negative correlation of test anxiety and psychological distress with duration of sleep. The mean test anxiety and psychological distress were higher with less sleep but odd ratio was not significant. The odds ratio of high Psychological distress were significantly lesser with physical activity Exp(B) 0.562 (95%CI 0.333, 0.949) and with breakfast consumption Exp(B) 0.456 (95%CI 0.268, 0.777). The odds ratios for high test anxiety with exercise and breakfast consumption are lower but not significant. Conclusion: Educational institutions should teach students on the beneficial effect of sleep, breakfast and exercise to reduce academic stress which can enhance students’ performance.

Assessment of Test Anxiety, Student Preferences and Performance on Different Examination Models in Umm AlQura University, Saudi Arabia

Background: Test anxiety is a special kind of anxiety-worry mixed with fear which arises in situations where an individual is being evaluated in an academic context. This anxiety may prevent effective use and communication of the information learned by students for examinations, resulting in poor academic performance. Factors such as examination types and socio-cultural context influence test anxiety in university students. Limited evidence is currently available on the roles played by these factors among nursing students in Saudi Arabia, where strong socio-cultural factors shape university education. Objectives: The study was designed to assess university students’ preferences for various examination types: quizzes, formal exam, Objective Structured Clinical Examination (OSCE), paper based written exam, oral exam, open book exam. The study also determined the association of test anxiety of the students and the results obtained from different examination types. Methods: This descriptive, cross-sectional study was conducted among 135 baccalaureate nursing students at the Umm Al-Qura University, Saudi Arabia. A pre-tested, semi-structured questionnaire was self-administered to the students, covering level of exam fairness, easiness, and the number of study hours required to attend the examinations. The test anxiety level of the students was evaluated using a Westside Test Anxiety Scale. Multivariate analysis of variance was performed to explore the association between test anxiety and socio-demographic characteristics of the students. Results: A total of 135 female nursing students were enrolled into the study. Their ages ranged from 20 to 22 years with mean age of 20.8 ± 0.63. Only 24 (17.8%) of them were married at the time of the study. Fifty-nine participants (43.7%) missed less than three theory lectures while 64 (47.4%) were absent for less than three times in the practical sessions. The most preferred examination type was monthly written examination 43 (31.9%) while 78 (57.8%) students had problematic test anxiety. The most frequent coping mechanisms adopted to manage test anxiety by study participants were psychological support and preparation for the examination (p=0.001 and p=0.031, respectively). No statistically significant association existed between test anxiety and academic performance (p=0.41). However, coping mechanisms such as preparing for the exam and psychological support had a statistically significant relationship with academic performance (p<0.0001 and 0.026, respectively). Conclusion: This study showed that test anxiety and preferences for particular test formats affect the students ability to demonstrate content knowledge. The results suggest the need for school support system to make testing outcomes more equitable for nursing students.

Cognitive Behavioural Group Therapy on Test Anxiety Among Primary School Students

In an examination-oriented culture, test anxiety becomes a vital hindrance among students, leading to them developing a false belief concerning their innate capabilities. By implementing cognitive behavioral group therapy, students will develop a positive outlook and reduce test anxiety. The present study was aimed at examining the effectiveness of cognitive behavioral group therapy in alleviating test anxiety among primary school students. The study employed one-group pretest-posttest design. The sample of this study consists of forty (n=40) primary school students. Before cognitive behavioral group therapy, respondents completed the Westside Test Anxiety Scale (Driscoll, 2004). Respondents participated in four sessions of cognitive behavioral group therapy. Afterwards, the Westside Test Anxiety Scale was administered as a post-test. Findings revealed a reduction in test anxiety scores among the respondents who have received cognitive behavioral group therapy. Based on these findings, training of this paradigm should be implemented at primary school level as a preventative initiative to alleviate student test anxiety. The results of the present study are encouraging and should be re-examined with a larger sample size.

Gambaran Tingkat Kecemasan Mahasiswa Keperawatan Saat Menghadapi Ujian Lisan Bahasa Inggris

Background of Study: A person who has a high anxiety, usually does not have a self-image. It often happens to students who will face oral examinations. Anxiety often arises when an oral exam takes place, so that it can reduce concentration in thinking during the exam.Objective: This research is aimed to determine the description of anxiety level on nursing students in speaking English test.Methods: This research is quantitative research by using cross sectional design method. The technique in collecting data used the Westside Test Anxiety Scale (WTAS). The data analysis technique used description analysis technique and univariat analysis.Results: The results indicated that the smallest anxiety level of 1.30 was included in anxiety comfortable/ not anxious, while the highest anxiety value of 4.90 was included in very high anxiety and an average value of 2.80. In addition, the level of anxiety with male sex as much as 3 respondents (2.0)%) who tend in highest anxiety, 1 respondent (0.7%) was not anxiety. While anxiety level with female gender tends to experience moderate anxiety as many as 42 respondents (28,%) the most dominant in other anxiety categories.Conclusion: The conclusion of this research was based on the level of anxiety with the moderate anxiety category was dominant in the face of the English oral examination. Whereas based on gender, the most dominant category was female sex with the highest, as many as 42 respondents (28.6%) who experience anxiety with a moderate category. Keywords : Anxiety, Nursing Students, Speaking English Test.

Influence of Test Anxiety on Academic Performance in the Anatomical Sciences

IntroductionMedical students often experience some level of anxiety during their training, particularly concerning exams. In addition to tests within the medical curriculum, students and residents must pass high stakes United States Medical Licensing Examination (USMLE) standardized exams to earn their degree and for licensure. Test anxiety can severely impact a person’s ability to perform. Identification of those who struggle with test anxiety early in their training may be useful in implementing targeted interventions that will be beneficial beyond graduation from medical school. The Westside Test Anxiety Scale (WTAS) is an assessment that measures performance impairment and worry as these factors relate to exams.AimThe aim of this study was to examine how test anxiety, as determined by the WTAS assessment, contributes to academic performance of first year medical students. Based on previous studies, we hypothesized that overall test anxiety would negatively correlate with academic performance.MethodsAt the Medical College of Georgia, medical students (n =131 out of 191) completed a preclinical anxiety questionnaire at the end of the first year curriculum. The survey consisted of the 10‐question WTAS along with Likert scale and narrative response questions assessing students’ experiences with anxiety in the curriculum. Students were subdivided into tiers of low anxiety (WTAS range: 1.0–1.9; n=33), normal anxiety (WTAS range: 2.0–2.9; n=75), and high anxiety (WTAS range: 3.0–5.0; n=23). Academic performance from multiple choice quizzes and exams, fill‐in‐the‐blank lab practicals, and overall weighted first year average were compared between low, normal, and high anxiety cohorts using one‐way ANOVA and Tukey’s post‐hoc analysis. IRB approval was obtained from Augusta University.ResultsWhen subdivided into tiers of low anxiety (avg. WTAS score 1.6 ± 0.3), normal anxiety (avg. WTAS score 2.5 ± 0.3), and high anxiety (avg. WTAS score 3.4 ± 0.4), students with high anxiety had a significantly lower overall grade (80.5 ± 5.5) than students with normal (84.1 ± 4.9) or low anxiety (85.5 ± 4.2) (p&lt;0.05). Anatomy, histology, and neuroanatomy lab practical averages were not significantly different among students in the three WTAS tiers. However, performance on gross anatomy and histology multiple choice questions on quizzes (Q) and module exams (ME) were significantly lower for students with high anxiety (Q: 77.5 ± 7.5; ME: 78.1 ± 8.2) than students with low (Q: 83.4 ± 6.4; ME: 85.9 ± 5.2) or normal (Q: 82.4 ± 8.0; ME: 84.7 ± 6.9) anxiety (p&lt;0.05).ConclusionsThis preliminary study found that increased test anxiety has a negative association with academic performance in the first year curriculum. Test anxiety negatively impacts performance on gross anatomy and histology written multiple choice exam questions but not fill‐in‐the‐blank timed station lab practicals, suggesting that modality of question and/or exam type may negate the effect of anxiety on exam performance. Future studies will examine whether other factors are implicated in this discrepancy. The results of this study may be useful in facilitating the development of alternative curricular assessments and/or targeted interventions for medical students to mitigate the effects of anxiety on academic performance.

Assessment of stress and anxiety in the first year MBBS student in tertiary care hospital in rural area

Background: Stress is actually the wear and tear that our bodies experience as we adjust to our continually changing environment; it affects both physically and emotionally. When students appraise their education as a challenge, stress can bring them a sense of competence and enhance the learning process. When education is seen as a threat by the student, stress can elicit feelings of helplessness and leads to poor academic performance. Aims and Objectives: The study was carried out to assess the level of stress and anxiety experienced by the 1st year undergraduate medical students and to find out the sources of stress in these students and also to assess their stress coping mechanism. Materials and Methods: The study was a cross-sectional study carried on the 1st year MBBS students. After the approval of ethical committee, stress was measured by asking students to rate each item of medical student stressor questionnaire. The scoring method was assigned marks from 1 (strongly disagree) to 5 (strongly agree). Anxiety was measured using Westside Test Anxiety Scale by assigning a value of 1 (not at all/never true) to 5 (extremely/always true). Results: It was found that there was a statistical difference between males and females. The stress in female participants was highly significant than male participants (P < 0.05). There was a statistical difference in weight of female and male participants (P < 0.05). There was no significant difference seen in the anxiety score in male and female participants. Conclusion: The present study showed that the stress among the 1st year undergraduate medical students was highly prevalent and the stress among female participants was significantly more than the male participants. There was no significant difference in male and female participants in the anxiety score.