The influence of anxiety and quality of interaction on collaborative test performance

2011 ◽  
Vol 12 (3) ◽  
pp. 163-174 ◽  
Author(s):  
Carol Pandey ◽  
Susan Kapitanoff
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Test Performance ◽  
Performance Anxiety ◽  
Anxiety Reduction ◽  
Collaborative Testing ◽  
Collaborative Test

This research investigated the relationships among test performance, anxiety, and the quality of interaction during collaborative testing of college students. It also explored which students are most likely to benefit from collaborative testing. It was randomly determined whether a student would take each of six examinations alone or with a partner. Collaborative testing resulted in higher scores than individual testing for a significant number of students, conferring an advantage of 3.83%. Test performance was positively correlated with quality of interaction. Students with higher levels of test anxiety were most likely to benefit from collaborative testing and to experience the greatest test anxiety reduction.

Relaxation as Self-Control in the Treatment of Test and other Anxieties

1976 ◽  
Vol 39 (2) ◽  
pp. 379-385 ◽  
Author(s):  
Jerry L. Deffenbacher ◽  
Arden L. Snyder
Keyword(s):  
College Students ◽  
Treatment Period ◽  
Test Anxiety ◽  
Anxiety Level ◽  
Self Control ◽  
Anxiety Reduction ◽  
Reduction Strategy ◽  
Self Reports ◽  
Situational Anxiety

The effectiveness of relaxation as self-control in the treatment of test anxiety was evaluated using each of 11 volunteer college students as his own control. Anxiety level was unchanged over the no-treatment period. Significant reduction in self-reported debilitating test anxiety and improvement in facilitating test anxiety were found after treatment. Significant posttreatment reductions were noted for other anxieties as well. This latter finding suggested that during training in relaxation as self-control Ss may have learned a general, trans-situational anxiety-reduction strategy. Extensions using measures other than self-reports of anxiety, however, are required.

The Effect of Computerized Tests on the Performance and Attitudes of College Students

1989 ◽  
Vol 5 (3) ◽  
pp. 327-333 ◽  
Author(s):  
Thomas J. Ward ◽  
Simon R. Hooper ◽  
Kathleen M. Hannafin
Keyword(s):  
College Students ◽  
Test Performance ◽  
Performance Anxiety ◽  
Negative Attitude ◽  
Anxiety Level ◽  
Traditional Methods ◽  
Negative Attitudes ◽  
Test Taking ◽  
Computer Testing ◽  
Significant Difference

The purpose of this study was to determine whether a computerized test which incorporates traditional test taking interfaces has any effect on examinees' performance, anxiety level, or attitudes toward the computer. Examinees were randomly assigned to take a class exam either on computer or in the traditional paper-and-pencil manner. Following testing, examinees were administered a questionnaire designed to measure examinees' anxiety level and attitudes. Results indicated no differences in test performance but a significant difference in anxiety level with those tested by computer having a higher anxiety level. The results also indicated a negative attitude toward computer testing. Seventy-five percent of the computer tested group either strongly agreed or agreed that computer testing was more difficult than traditional methods. It is suggested that the increased anxiety and negative attitudes toward the computer may be explained by the novelty of the experience and the anxiety level and negative attitude may dissipate with continued exposure.

scholarly journals Prevalence and Factors Associated With Suicidal Ideation in Medical Students With Migraine

2021 ◽  
Vol 12 ◽  
Author(s):  
Jia-Ming Luo ◽  
En-Zhuo Liu ◽  
Hao-Di Yang ◽  
Cheng-Zhao Du ◽  
Li-Jie Xia ◽  
...  
Keyword(s):  
Quality Of Life ◽  
College Students ◽  
Medical Students ◽  
Suicidal Ideation ◽  
Sleep Quality ◽  
Test Anxiety ◽  
Migraine With Aura ◽  
Medical College ◽  
Anxiety Depression

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.

scholarly journals Testing times: the association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Christopher Huntley ◽  
Bridget Young ◽  
Catrin Tudur Smith ◽  
Vikram Jha ◽  
Peter Fisher
Keyword(s):  
College Students ◽  
Emotional Disorders ◽  
Test Anxiety ◽  
Test Performance ◽  
Intolerance Of Uncertainty ◽  
Cross Sectional ◽  
Negative Beliefs ◽  
Metacognitive Beliefs ◽  
Psychological Models ◽  
Linear Regressions

Abstract Background Test anxiety has a detrimental effect on test performance but current interventions for test anxiety have limited efficacy. Therefore, examination of newer psychological models of test anxiety is now required. Two transdiagnostic psychological models of emotional disorders that can account for anxiety are the intolerance of uncertainty model (IUM) and the Self-Regulatory Executive Function (S-REF) model. Intolerance of uncertainty, the stable disposition to find uncertainty distressing, is central to the IUM, while beliefs about thinking, metacognition, are central to the S-REF model. We tested for the first time the role of both intolerance of uncertainty and metacognitive beliefs in test anxiety. Methods A cross-sectional design was used, with college students (n = 675) completing questionnaires assessing their test anxiety, intolerance of uncertainty, and metacognitive beliefs. Hierarchical linear regressions examined if intolerance of uncertainty and metacognitive beliefs were associated with test anxiety, after controlling for age and gender. Results Females reported significantly more test anxiety than males. Partial correlations, controlling for gender, found intolerance of uncertainty and metacognitive beliefs were significantly and positively correlated with test anxiety. Hierarchical linear regressions found metacognitive beliefs explained an additional 13% of variance in test anxiety, after controlling for intolerance of uncertainty. When the order of entry was reversed, intolerance of uncertainty was only able to explain an additional 2% of variance, after controlling for metacognitive beliefs. In the final regression model, gender, intolerance of uncertainty and the metacognitive belief domains of ‘negative beliefs about the uncontrollability and danger of worry’ and ‘cognitive confidence’ were all significantly associated test anxiety, with ‘negative beliefs about the uncontrollability and danger of worry’ having the largest association. Conclusions Both intolerance of uncertainty and metacognitive beliefs are linked to test anxiety, but results suggest metacognitive beliefs have more explanatory utility, providing greater support for the S-REF model. Modification of intolerance of uncertainty and metacognitive beliefs could alleviate test anxiety and help students fulfil their academic potential.

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