Competence and Control Orientations as Predictors of Test Anxiety in Students: Longitudinal Results

2015 ◽  
pp. 125-138
Keyword(s):  
Test Anxiety ◽  
And Control

Effects of Massed versus Distributed Practice of Test Taking on Achievement and Test Anxiety

1994 ◽  
Vol 74 (3) ◽  
pp. 915-919 ◽  
Author(s):  
John W. Zimmer ◽  
Dennis J. Hocevar
Keyword(s):  
Test Anxiety ◽  
Distributed Practice ◽  
Final Examination ◽  
Test Taking ◽  
Distributed Testing ◽  
Quasi Experimental ◽  
Initial Sessions ◽  
Final Examination Performance ◽  
Testing Condition ◽  
And Control

The effects of massed versus distributed practice on achievement and test anxiety were investigated using a quasi-experimental design employing 56 college students under two conditions. Test anxiety was assessed using Sarason's four-dimensional Reactions to Tests, while classroom achievement was measured on tests using multiple-choice applications. Experimental subjects were given four Reactions to Tests items and 10-item examinations on a weekly basis for 10 weeks, while control subjects had only a 100-item final examination. Analysis indicated (1) significantly higher final examination performance for the distributed testing condition; (2) a significant reduction in test anxiety between initial sessions and the remainder of the term in the distributed testing condition; (3) no difference in test anxiety between the distributed testing and control conditions when test anxiety was assessed at the end of the term; and (4) nonsignificant correlations between test anxiety dimensions of the Reactions to Tests and achievement in both the control and distributed testing conditions. Results support the contention that relationships between achievement and test anxiety may be more complex than previously thought.

scholarly journals Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256960
Author(s):  
Tamás Keller ◽  
Péter Szakál
Keyword(s):  
Test Anxiety ◽  
Self Efficacy ◽  
Large Scale ◽  
Online Survey ◽  
Secondary Analysis ◽  
Average Treatment Effect ◽  
The Self ◽  
School Life ◽  
Primary Analysis ◽  
And Control

Motivated by the self-determination theory of psychology, we investigate how simple school practices can forge students’ engagement with the academic aspect of school life. We carried out a large-scale preregistered randomized field experiment with a crossover design, involving all the students of the University of Szeged in Hungary. Our intervention consisted of an automated encouragement message that praised students’ past achievements and signaled trust in their success. The treated students received encouragement messages before their exam via two channels: e-mail and SMS message. The control students did not receive any encouragement. Our primary analysis compared the treated and control students’ end-of-semester exam grades, obtained from the university’s registry. Our secondary analysis explored the difference between the treated and control students’ self-efficacy, motivation, and test anxiety, obtained from an online survey before students’ exams. We did not find an average treatment effect on students’ exam grades. However, in the subsample of those who answered the endline survey, the treated students reported higher self-efficacy than the control students. The treatment affected students’ motivation before their first exam—but not before their second—and did not affect students’ test anxiety. Our results indicate that automated encouragement messages sent shortly before exams do not boost students’ exam grades, but they do increase self-efficacy. These results contribute to understanding the self-efficacy mechanism through which future encouragement campaigns might exert their effect. We conclude that encouraging students and raising their self-efficacy might create a school climate that better engages students with the academic aspect of school life.

scholarly journals The Development and Validation of a Mental Toughness Scale for Adolescents

2016 ◽  
Vol 36 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Sarah McGeown ◽  
Helen St. Clair-Thompson ◽  
David W. Putwain
Keyword(s):  
Factor Analysis ◽  
Test Anxiety ◽  
Academic Motivation ◽  
Factor Model ◽  
Well Being ◽  
Mental Toughness ◽  
Depression And Anxiety ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
And Control

The present study examined the validity of a newly developed instrument, the Mental Toughness Scale for Adolescents, which examines the attributes of challenge, commitment, confidence (abilities and interpersonal), and control (life and emotion). The six-factor model was supported using exploratory factor analysis ( n = 373) and confirmatory factor analysis ( n = 372). In addition, the mental toughness attributes correlated with adolescents’ academic motivation and engagement ( n = 439), well-being (depression and anxiety; n = 279), and test anxiety ( n = 279), indicating relations with a number of affective, cognitive, and behavioral dispositions, and demonstrating relevance in education and potentially mental health contexts.

scholarly journals The Effectiveness of Emotion Regulatory Training on Test Anger and Processing Efficiency in High School Girl Students

2020 ◽  
Vol 88 ◽  
pp. 15-22
Author(s):  
Negin Tosifian ◽  
Mahsa Karimi ◽  
Kazem Amani Mehtarlou ◽  
Payam Ardashiri
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Test Anxiety ◽  
Control Group ◽  
Cluster Sampling ◽  
Processing Efficiency ◽  
Quasi Experimental ◽  
And Control ◽  
Girl Students ◽  
Regulatory Training

Emotional order, expresses the psychological and behavioral processes in which individuals affect their feelings and others. The Purpose of this study is determining effect of emotion regulation training on the test anxiety and processing efficiency among high school girls' students. A quasi-experimental design was selected to run this study and anxiety questionnaire developed by spilberger was used to collect data. The population of this study was the whole girls' students of Varzeghan high school. 44 samples were selected through multiple stage cluster sampling and assigned to two groups of experimental and control group. After the pretest, the participants in experimental group were given emotion regulation training based on gross model for one hour in 8 sessions. The control group did not receive any training in all these session. And there was no intervention. After the sessions, these groups were evaluated once again. MANOVA was used to analyze the data. Furthermore meaningful level is considered in all of the analyze (p<0/05) for this research. Data analyzes showed that emotion regulation was effective for test anxiety and processing efficiency. Emotion regulation skills can be offered to students for enabling them to manage their anxiety at school.

Effectiveness of Progressive Relaxation on Test Anxiety and Visual Perception

1988 ◽  
Vol 63 (2) ◽  
pp. 511-518 ◽  
Author(s):  
Barbara Schaer ◽  
Steve Isom
Keyword(s):  
Visual Perception ◽  
Test Anxiety ◽  
Repeated Measures ◽  
Progressive Relaxation ◽  
Analysis Of Covariance ◽  
Embedded Figures Test ◽  
Mixed Analysis ◽  
Embedded Figures ◽  
Within Subjects ◽  
And Control

Progressive relaxation as a modifier of self-reported test anxiety and cognitive visual perception in undergraduates was tested on 23 volunteers found susceptible to progressive relaxation as indicated by selected items from the Harvard Group Scale of Hypnotic Susceptibility. Subjects were randomly assigned to treatment and control groups. Pretreatment consisted of the Test Anxiety Inventory and the Hidden Figures Test. Posttreatment measures were the Test Anxiety Inventory and the Witkin's Group Embedded Figures Test. A mixed analysis of covariance for repeated measures with two levels of treatment (between subjects) and two levels of time (within subjects) showed a significant reduction in reported test-anxiety test-retest for all subjects but no significant effect on the Embedded Figures Test scores.

scholarly journals The Impact of Meurofeedback-Based Therapy on Reducing Test Anxiety and Shyness of Female Students at Competitive Dxamination Level

2016 ◽  
Vol 8 (4) ◽  
pp. 19
Author(s):  
Yalda Zarifian Koloei ◽  
Fatemeh Sadat Marashian
Keyword(s):  
Test Anxiety ◽  
Sampling Method ◽  
Female Students ◽  
Control Group ◽  
Friedman Test ◽  
Significance Level ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Anxiety Questionnaire

<p>The main objective of this study was to evaluate the effect of neurofeedback-based treatment in reducing test anxiety and shyness of female students at competitive examination level in Ahvaz. The sample consisted of 40 students at competitive examination level that were selected by available sampling method from students referred to Ahvaz Aramesh counseling clinic, which were randomly divided into two experimental (n=20) and control (n=20) groups. The tools used were Friedman Test Anxiety Questionnaire (1997) and Stanford Shyness Questionnaire (1997). The experimental group received fifteen 30-minute sessions (three sessions per week) of neurofeedback treatment program. The study design was a semi-experimental and pretest-posttest one with control group. The results obtained using analysis of variance (ANCOVA) at significance level of α=0.05 showed that the neurofeedback-based therapy has an impact on reducing test anxiety and shyness of female students at competitive examination level in Ahvaz.</p>

Massed Group Desensitization in Reduction of Test-Anxiety

1973 ◽  
Vol 33 (2) ◽  
pp. 359-363 ◽  
Author(s):  
Harold H. Dawley ◽  
W. W. Wenrich
Keyword(s):  
Placebo Group ◽  
Nursing Students ◽  
Test Anxiety ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Treatment Measures ◽  
Study Techniques ◽  
And Control ◽  
All Treatment

30 test-anxious nursing students were randomly assigned to either a massed desensitization, placebo, or control group. All treatment was applied in 3 2-hr. and 20-min. sessions over an 8-day period. The massed group desensitization sessions began with 20 min. of recorded relaxation instructions. The remainder of the sessions consisted of Ss visualizing items from a test-anxiety hierarchy while concentrating on remaining relaxed. The placebo group sessions began with 20 min. of a recorded presentation on the merits of good study techniques, concentration, learning, and personal efficiency. Lectures on these topics comprised the remainder of the sessions. The control Ss merely received the pre- and post-treatment measures. A significant difference ( p.01) was obtained on the posttest measure between the massed desensitization group and the placebo group and between the massed desensitization and control groups. The results of this study agree with earlier studies which indicate that massed group desensitization is an efficient and efficacious procedure for the reduction of anxiety based disorders.

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