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Journal articles on the topic 'Test taking anxiety'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Parviz, Birjandi, and Alemi Minoo. "BRAIN Journal - The Impact of Test Anxiety on Test Performance among Iranian EFL Learners." Brain Journal 1, no. 4 (2010): 44–58. https://doi.org/10.5281/zenodo.1037349.

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ABSTRACT As an affective factor, test-taking anxiety has been investigated in different contexts in the past two decades. However, the mixed results of the relationship between test-taking anxiety and L2 learners’ test performance show that the instrumentation for the assessment of test-taking anxiety and the factors comprising the construct of test-taking anxiety trait requires more investigation in order to shed more light on the issue. To this end, a test-taking anxiety questionnaire (Sarason, 1975) [27] and a general English test were administered to 164 ESP students of Engineering enrolle

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Mohammed, Ibtisam Jassim. "Test Taking Strategies." Journal of Tikrit University for Humanities 28, no. 3, 1 (2021): 78–90. http://dx.doi.org/10.25130/jtuh.28.3.1.2021.24.

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This study aims at exploring the debatable issue in a high-stakes testing situation which is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. This study assumes that teaching test-taking strategies will result in increasing students' overall scores in their tests. It is also assumed that having such strategies will reduce the level of test stress and improve students' overall attitudes toward tests. Studies in this area often compare groups

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Hartono, Dang Arif. "Investigating the Relationship between Test-Taking Anxiety and Test-Takers’ Performance on the IELTS Test." Script Journal: Journal of Linguistic and English Teaching 4, no. 1 (2019): 1. http://dx.doi.org/10.24903/sj.v4i1.282.

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Although there is a growing body of research indicating that anxiety relates to foreign language learning, the correlation between anxiety and learners’ performance on a high-stakes testing context has not been fully explored. To date, studies investigating the relationship between test-taking anxiety and test-takers’ performance are not only limited in number, but also partial in nature as most of them only looked at one aspect of test-takers performance, i.e. listening, speaking, or writing performance only. This study is aimed at investigating the relationship between test-taking anxiety an

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Cannonier, Colin, and Monica Galloway Burke. "Anxiety, Test-Taking Aid, and Test Scores: Evidence from Economics Classes." AEA Papers and Proceedings 113 (May 1, 2023): 519–23. http://dx.doi.org/10.1257/pandp.20231049.

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Using data collected over five years for an introductory economics course, this study investigates the relationship between anxiety, test-taking aid, and test performance. The results show that test aid is associated with a 0.21 standard deviation increase in test scores. Although anxiety decreases test performance, accounting for anxiety does not eliminate the significant impact of test aid. The positive impact of test aid has heterogenous effects. Test aids play a moderating role in reducing unwanted stress while maintaining test integrity. Our results suggest that the effect of high anxiety

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Zimmer, John W., and Dennis J. Hocevar. "Effects of Massed versus Distributed Practice of Test Taking on Achievement and Test Anxiety." Psychological Reports 74, no. 3 (1994): 915–19. http://dx.doi.org/10.2466/pr0.1994.74.3.915.

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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 perfo

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Almalki, Mansoor S. "Multiple Choice Test-Taking Strategies, Test Anxiety, and EFL Students’ Achievement." World Journal of English Language 13, no. 2 (2023): 248. http://dx.doi.org/10.5430/wjel.v13n2p248.

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Successfully taking a multiple-choice test requires understanding the testing situation and knowing how to take the test efficiently. This study analyses the relationship between multiple-choice test-taking strategies (MCTTSs), test anxiety and the English language achievement of English as a Foreign Language (EFL) students. A mixed-methods approach – quantitative and qualitative – is used by collecting data using a questionnaire and interviews, to increase the research validity. The MCTTS questionnaire of Nguyen (2003), and the test anxiety scale of Aydin et al. (2006) and Burgucu et al. (201

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Muliawati, Ida, Nyak Mutia Ismail, Lismalinda, and Budi Rizka. "TEST-TAKING ANXIETY AMONG EFL UNIVERSITY STUDENTS IN TOEFL TEST: A CASE STUDY FROM INDONESIAN CONTEXT." Humanities & Social Sciences Reviews 8, no. 3 (2020): 200–208. http://dx.doi.org/10.18510/hssr.2020.8321.

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Purpose of the study: This research aimed at investigating the extent of anxiety experienced by TOEFL test-takers in the Indonesian context as EFL learners. Methodology: The participants of this study were 50 university students from various non-English majors. They were selected by using purposive sampling. The research design was descriptive quantitative method, in which a 10-question questionnaire was used as the research instrument. The questions were scored by using a five-point scale and the data were analyzed by using the three steps of data analysis. Main Findings: The resu

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Brewer, Thomas. "Test-Taking Anxiety Among Nursing & General College Students." Journal of Psychosocial Nursing and Mental Health Services 40, no. 11 (2002): 22–29. http://dx.doi.org/10.3928/0279-3695-20021101-09.

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Esgate, A., Z. Whittington, and K. Silber. "Test Anxiety Among Students Taking Semesterised and Traditional Courses." Journal of Further and Higher Education 20, no. 3 (1996): 23–30. http://dx.doi.org/10.1080/0309877960200303.

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Adeboye, Adenike Abiola, Rahmon Ade Bello, and Sani Sambo. "EFFECT OF GRADED EXPOSURE AND TEST-TAKING SKILLS TRAINING COUNSELLING TECHNIQUES ON TEST ANXIETY AMONG SECONDARY SCHOOL STUDENTS." Counsenesia Indonesian Journal Of Guidance and Counseling 5, no. 2 (2024): 249–61. https://doi.org/10.36728/cijgc.v5i2.4467.

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This study investigated the effects of graded exposure and test-taking-skills training counselling techniques on test anxiety among secondary school students in Ilorin metropolis, Nigeria. The study employs a quasi-experimental pre-test/post-test design involving SS2 students identified with high test anxiety. The study measured anxiety levels before and after a 6-week graded exposure treatment programme and test-taking skills training treatment. Data was analysed using paired sample t-tests to compare pre-test and post-test scores. The findings of this study revealed that graded exposure coun

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11

Alexitch, Louise R., Kirk R. Blankstein, and Gordon L. Flett. "The test-taking expectations scale: Psychometric properties and relations with test anxiety." Personality and Individual Differences 9, no. 6 (1988): 1001–7. http://dx.doi.org/10.1016/0191-8869(88)90134-1.

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Putra, M. Syauli Perdana. "The Effect of Games Strategy and Students Anxiety Toward the Students Listening Ability at The Second Year Students of SMA." International Journal of Educational Dynamics 1, no. 1 (2019): 30–40. http://dx.doi.org/10.24036/ijeds.v1i1.43.

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The research was conducted to explain the effect of Games Strategy and students anxieity on students listening ability. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the second year students of SMAN 1Tanjung Pinang, 2016/2017 academic year. Listening ability test and anxiety questionnaire were used as the research instruments. Then, the data were analyzed by using t-test formula and two ways Anova. The result of this research shows that (1) Games Strategy gave significant higher result in studens listening ability than Note Ta

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Balwan, Wahied Khawar, and Sachdeep Kour. "Test Anxiety Research: Twenty First Century in Retrospect." Journal of Advances in Education and Philosophy 6, no. 5 (2022): 306–10. http://dx.doi.org/10.36348/jaep.2022.v06i05.008.

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Test anxiety is a type of performance anxiety. It can affect anyone from elementary students up to doctoral research candidates. Most of us experience some degree of stress or anxiety before taking an exam. However, when this distress becomes so excessive that it interferes with performance on an exam, it is known as test anxiety.

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Wolgast, Anett, Miriam Hille, Philipp Streit, and Wolfgang Grützemann. "Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?" Acta Educationis Generalis 10, no. 1 (2020): 1–24. http://dx.doi.org/10.2478/atd-2020-0001.

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AbstractIntroduction: We aimed to examine whether student teachers’ tendency to test anxiety relates to their later perspective-taking tendency and self-efficacy. The purpose of the presented study was to obtain first insights into the relationship between test anxiety, perspective-taking, and self-efficacy tendencies in student teachers. These tendencies may determine student orientation across different situations. We tested the hypothesis that the test anxiety components emotionality and worry relate to later low perspective-taking and self-efficacy.Methods: We conducted a longitudinal stud

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Garcia, Jesus, and Valencia Robles. "Are you afraid of taking an online foreign language test?" New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 7 (2017): 44–46. http://dx.doi.org/10.18844/prosoc.v3i7.1983.

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Computer based testing has become a prevailing tendency in education. Each year, a large number of students take online language tests everywhere in the world. In fact, there is a tendency to make these tests more and more used due to their low cost of delivery. However, many students are forced to take them despite their interests, feelings and cognitive style. This paper describes a study with the fairly new APTIS Test (British Council). 35 students took the test and responded to a structured questionnaire on their feelings while taking it. Results indicate that the test brings a considerabl

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Smith, Lisa F., and Jeffrey K. Smith. "Relation of Test-Specific Motivation and Anxiety to Test Performance." Psychological Reports 91, no. 3 (2002): 1011–21. http://dx.doi.org/10.2466/pr0.2002.91.3.1011.

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The relations between consequence of test scores and motivation, anxiety, and test performance were studied with 112 persons in four undergraduate educational psychology courses. Students were given two versions of an hourly course examination that varied in consequence, with one counting for part of their grade and the other not counting. Each student completed the Learning and Study Strategies Inventory prior to taking the examination. Afterwards students completed a measure of test anxiety and test motivation specific to the examination they had just taken. Significant main effects were fou

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Lewandowski, Lawrence, Rebecca A. Gathje, Benjamin J. Lovett, and Michael Gordon. "Test-Taking Skills in College Students With and Without ADHD." Journal of Psychoeducational Assessment 31, no. 1 (2012): 41–52. http://dx.doi.org/10.1177/0734282912446304.

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College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical peers on measures of reading decoding, speed, vocabulary, comprehension, test strategies, time management, and test anxiety. Results indicated no differences between students with and without ADHD on various reading (decoding, speed, vocabulary, and

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Neshev, Petar. "Psychological Features of Test-taking Anxiety in Adolescent Students and Practices for its Reduction." Педагогически форум 13, no. 2 (2025): 64–74. https://doi.org/10.15547/pf.2025.012.

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The article examines the psychological features of test-taking anxiety in adolescent students. The impact of different coping strategies is presented. Practices that can help students manage anxiety are examined. Personal characteristics of the student that predispose to higher levels of anxiety are described. Different scientific approaches to the problem under study are compared. The applicability of the approaches for developing skills for dealing with anxiety in a learning environment is indicated. The practical benefits of using various techniques for controlling and reassessing the exam

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Ezeugo, Nneka Chinyere PhD, Chinweuche Chioma Okafor, and Chukwuemeka Benedict PhD Ikeanumba. "Influence of Test Anxiety and Test-Taking Skills on Secondary School Students' Academic Achievement in Mathematics in Anambra State: A Multiple Regression Study." International Journal of Spectrum Research in Education & Humanities (IJSREH) 1, no. 2 (2025): 1–13. https://doi.org/10.5281/zenodo.15537690.

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<em>Educators must seek strategies to minimize test anxiety while enhancing test-taking skills to promote learning and improve academic achievement among secondary school students. This study examined test anxiety and test-taking skills as predictors of secondary school students’ academic achievement in Mathematics in Anambra State. Five research questions guided the study and five hypotheses were tested. </em><em>The study adopted a corelational research design</em><em>. The population consisted of 4,767 (1,729 males and 3,038 females) Senior Secondary School Two (SS2) students from all

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Fraidan, Abdullah Al. "The impact of students’ misperceptions on test performance: A 3p model and self-determination theory approach." Edelweiss Applied Science and Technology 8, no. 5 (2024): 1773–84. http://dx.doi.org/10.55214/25768484.v8i5.1895.

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This research investigates the complex relationship between students’ misperceptions about their teachers and exams, test anxiety, and their overall test performance, framed through a newly proposed Presage, Process, Product (3P) model and Self-Determination Theory (SDT). Specifically, it explores how students’ misperceptions formed during the presage phase disrupt Basic Psychological Needs (BPN) for autonomy, competence, and relatedness, negatively influencing their test-taking strategies and performance outcomes. The study adopts a theoretical approach, proposing a conceptual framework rathe

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Powers, Donald E. "Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (Gre©) General Test." Journal of Educational Computing Research 24, no. 3 (2001): 249–73. http://dx.doi.org/10.2190/680w-66cr-qrp7-cl1f.

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Despite some assumptions to the contrary, there is reason to believe that the introduction of computer-adaptive testing may actually help to alleviate test anxiety and diminish the relationship between test anxiety and test performance. This study provided a test of this hypothesis. Results are based on a sample of the Graduate Record Examinations (GRE©) General Test takers who took the computer-adaptive version of the test, and another sample of GRE examinees who took the paper-based version of the test. After taking the test, all examinees completed both a test anxiety inventory and an inven

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Ali, Jamal Kaid Mohammed. "An Exploration of Online Test Anxiety During COVID-19: EFL Learners’ Perspectives." Dirasat: Human and Social Sciences 50, no. 2 (2023): 342–53. http://dx.doi.org/10.35516/hum.v50i2.4942.

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Objectives: This study aimed to explore the perspectives of Saudi EFL learners towards online test anxiety during COVID-19 outbreak, which was caused by the sudden transition from face-to-face testing to online testing. Method: This study employed a survey-research design, utilizing a close-ended and open-ended questionnaire to collect data from 77 English major students at the University of Bisha. At the time of data collection, these participants had already taken online exams for at least three semesters during the pandemic. Results: The results indicate that students' test anxi

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Apriza, Apriza, Erlinawati Erlinawati, and Mohammad Fauziddin. "The Correlation between Anxiety and Blood Pressure Changes in Administering Computer-Based Competency Test of Ners Students." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (2022): 777–86. http://dx.doi.org/10.35445/alishlah.v14i1.1615.

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The study aimed to determine the correlation between anxiety and changes in blood pressure in administering the Ners Students computer-based Competency test. The study used a sphygmomanometer to measure blood pressure and used a HARS tool for anxiety. The research design used is a quasi-experimental method with a non-equivalent pretest-posttest design. The analysis method uses quantitative analysis of chi-square correlations and dependent T-test statistical tests. The results showed no significant association between the anxiety facing computer-based competency tests and changes in students' b

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Bloch, Yuval, Shai Aviram, Aviv Segev, et al. "Methylphenidate Reduces State Anxiety During a Continuous Performance Test That Distinguishes Adult ADHD Patients From Controls." Journal of Attention Disorders 21, no. 1 (2016): 46–51. http://dx.doi.org/10.1177/1087054712474949.

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Objective: We hypothesized that patients with ADHD were typified by distress more than by functional difficulties. Thus, a decline in state anxiety while performing a cognitive task when taking methylphenidate would discriminate between ADHD patients and controls. Method: State anxiety and cognitive performance on a continuous performance test were assessed in ADHD patients and controls with and without taking methylphenidate. Results: State anxiety and cognitive performance improved from baseline in 36 ADHD adults after taking methylphenidate. In 25 controls, cognitive performance improved, b

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Kim, Myoung Soo, Byung Kwan Choi, Ju-Yeon Uhm, Jung Mi Ryu, Min Kyeong Kang, and Jiwon Park. "Relationships between Nursing Students’ Skill Mastery, Test Anxiety, Self-Efficacy, and Facial Expressions: A Preliminary Observational Study." Healthcare 10, no. 2 (2022): 311. http://dx.doi.org/10.3390/healthcare10020311.

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Test anxiety and self-efficacy significantly influence the mastery of nursing skills. Facial expression recognition tools are central components to recognising these elements. This study investigated the frequent facial expressions conveyed by nursing students and examined the relationships between nursing skill mastery, test anxiety, self-efficacy, and facial expressions in a test-taking situation. Thirty-three second-year nursing students who were attending a university in a Korean metropolitan city participated. Test anxiety, self-efficacy, and facial expressions were collected while the st

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Wang, Ya-huei, Ching-Ju Lai, and Hung-Chang Liao. "An Investigation Of GEPT Test Anxiety For Medical University Students In Taiwan." Journal of College Teaching & Learning (TLC) 10, no. 2 (2013): 123–32. http://dx.doi.org/10.19030/tlc.v10i2.7752.

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This study examines whether or not different medical university students experience different levels of anxiety in taking the General English Proficiency Test (GEPT), and whether or not there are differences in GEPT test anxiety levels among medical university students with different genders and from different departments. This study uses a GEPT test anxiety scale (GEPT-TAS) to explore the GEPT test anxiety levels of the students. The final questionnaire included 36 questions, covering the cognitive, emotional, and affective dimensions of test anxiety. Several conclusions can be made from the

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Doz, Daniel. "The Validity and Reliability of the INVALSI Questionnaire about Math Test-Taking Anxiety and Math Enjoyment." International Journal of Education in Mathematics, Science and Technology 12, no. 5 (2024): 1254–72. http://dx.doi.org/10.46328/ijemst.4184.

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Although the impact of non-cognitive factors, such as math anxiety, math test-taking anxiety, and attitudes toward mathematics, has been extensively studied, this area remains partially unexplored in the realm of national assessments. This research focuses on the analysis of the validity and reliability of an 11-item questionnaire introduced by the Italian INVALSI Institute during the 2017-2018 school year. The study utilized a sample of 27,188 Grade 5 Italian pupils. Principal Component Analysis and Exploratory Factor Analysis were applied to refine the instrument, resulting in a final versio

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Wang, Ya-huei, and Hung-Chang Liao. "Anxiety of university students in Taiwan about the General English Proficiency Test." Social Behavior and Personality: an international journal 40, no. 1 (2012): 63–74. http://dx.doi.org/10.2224/sbp.2012.40.1.63.

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In this study we examined whether or not university students in Taiwan experience anxiety when taking the General English Proficiency Test (GEPT), and whether there are differences in GEPT anxiety levels among students according to gender and/or personality. We developed a GEPT test anxiety scale (GEPT-TAS) to explore the anxiety levels of university students. The final questionnaire included 36 questions, covering the cognitive, emotional, and affective dimensions of test anxiety. Several conclusions can be drawn from the findings of this study. First, university students do experience GEPT t

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Hernandez, Rocio E., Mary Lou de Leon Siantz, Christiana M. Drake, and Kupiri W. Ackerman-Barger. "Positive Cognition and Timing of Self-Administered App for Test-Taking Anxiety." International Journal of Psychological Studies 11, no. 1 (2019): 36. http://dx.doi.org/10.5539/ijps.v11n1p36.

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A self-administered application was designed to reduce anxiety using a modified Eye Movement Desensitization Reprocessing (EMDR) model. The purpose of this study was to calibrate the EMDR web application for timing and desired self-belief to reduce test taking anxiety prior to an academic exam. Five classrooms of 9th grade students from a convenience sample (N=132) were randomly assigned to different timing groups of EMDR exposure (30 seconds, 1 minute, 2 minutes, and 5 minutes).&nbsp; One minute was identified as the ideal time for exposure. &ldquo;I got this&rdquo; was selected f

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Duty, Susan M., Ladonna Christian, Jocelyn Loftus, and Victoria Zappi. "Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?" Nurse Educator 41, no. 2 (2016): 70–74. http://dx.doi.org/10.1097/nne.0000000000000208.

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Al Fraidan, Abdullah, and Hind Al-Otaibi. "Evaluating the Efficacy of Islamic Religious Test-Taking Paradigms in Modulating Test Anxiety During Reading Comprehension Assessments Among Saudi EFL Students." World Journal of English Language 15, no. 5 (2025): 34. https://doi.org/10.5430/wjel.v15n5p34.

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This research examines the implementation and efficacy of Islamic Religious Test-Taking Strategies (RTTS) in mitigating test anxiety experienced by Saudi EFL students during reading comprehension assessments. A methodologically robust approach was employed, involving a sample of 100 undergraduate students at King Faisal University, with data collected through a meticulously structured questionnaire and supplemented by qualitative insights from in-depth interviews with fourteen participants. The results indicate a prevalent use of RTTS, including the recitation of Quranic verses and ritual pray

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Spoden, Christian, Jens Fleischer, and Andreas Frey. "Person misfit, test anxiety, and test-taking motivation in a large-scale mathematics proficiency test for self-evaluation." Studies in Educational Evaluation 67 (December 2020): 100910. http://dx.doi.org/10.1016/j.stueduc.2020.100910.

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Habibah, Nur, Nurcahyo Nurcahyo, Rachmah Ganif Fiani, and Irfan Cahyapradana. "Does EFL Remote Learners' Anxiety Affect Their English Proficiency? A Case in A University Distant Classroom During Pandemic Covid-19." Edulitics (Education, Literature, and Linguistics) Journal 6, no. 1 (2021): 14–24. http://dx.doi.org/10.52166/edulitics.v6i1.2467.

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Psychological traits like anxiety have long been linked to influencing test performance. Since the Covid-19 pandemic where tests are now conducted online, what students feel and experience may be different too. This study was born to investigate the students’ anxiety level during taking tests online, which anxiety type influences their online test-taking most, and how the overall correlation is. A total of 40 students in the second semester of the English Language Education Department in UIN Sunan Ampel Surabaya were asked via an online questionnaire. The result showed within 40 participants,

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Habibah, Nur, Nurcahyo ., Irfan Cahyapradana, and Rachmah Ganif Fiani. "Does Efl Remote Learners' Anxiety Affect Their English Proficiency? A Case In A University Distant Classroom During Pandemic Covid-19." Cordova Journal language and culture studies 11, no. 2 (2021): 129–53. http://dx.doi.org/10.20414/cordova.v11i2.4551.

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Psychological traits like anxiety have long been linked to influencing test performance. Since the Covid-19 pandemic where tests are now conducted online, what students feel and experience may be different too. This study was born to investigate the students’ anxiety level during taking tests online, which anxiety type influences their online test-taking most, and how the overall correlation is. A total of 40 students in the second semester of the English Language Education Department in UIN Sunan Ampel Surabaya were asked via an online questionnaire. The result showed within 40 participants,

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Valencia Robles, Jeannette de Fátima. "Anxiety in Language Testing: The APTIS Case." Profile: Issues in Teachers´ Professional Development 19, _sup1 (2017): 39–50. http://dx.doi.org/10.15446/profile.v19n_sup1.68575.

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The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exams. This paper describes a study regarding the fairly new APTIS Test (British Council). Thirty-one students took the

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Qin, Qi, Hui Liu, Yulu Yang, et al. "Probiotic Supplement Preparation Relieves Test Anxiety by Regulating Intestinal Microbiota in College Students." Disease Markers 2021 (April 20, 2021): 1–8. http://dx.doi.org/10.1155/2021/5597401.

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Test anxiety creates barriers to learning and performance, which further affects students' social, behavioural, and emotional development. Currently, the medication to treat test anxiety has not been reported yet. Here, we enrolled 120 students to evaluate the effect of probiotic supplement preparation (PSP) on test anxiety from the aspect of the intestinal microbiota. We found that the intake of PSP alleviated the symptoms of depression and anxiety in students with test anxiety by evaluating their mental state using the Hamilton Depression Rating Scale and Hamilton Anxiety Scale. High-through

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Enache, Rodica Gabriela, and Mihaela Mirela Didoacă. "THE ROLE OF THE SCHOOL-FAMILY PARTNERSHIP IN THE EMOTIONAL REGULATION OF STUDENTS TAKING THE BACCALAUREATE EXAMINATION." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 2 (2023): 77–93. http://dx.doi.org/10.26755/revped/2023.2/77.

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School anxiety belongs to the category of social anxiety disorders and has broader consequences on emotional development. If a student’s academic self-concept does not align with their academic goals (such as success on an assessment), this can cause anxiety. Students may then try to use strategies to reduce the level of anxiety they feel. The ability to cope adequately with difficult academic assessment situations plays a major role in emotional regulation and increasing students’ psychological well-being. Our objectives for the study were to assess the level of test anxiety and level of worr

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Madiha Ata, Shazia Irum, Fahad Azam, et al. "Gamifying Assessments in Medical Education: A Novel Approach to Tackling Test Anxiety in Medical Students." Proceedings 37, no. 4 (2023): 31–37. http://dx.doi.org/10.47489/szmc.v37i4.386.

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Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise students’ academic performance. The use of gamification in assessment has the potential to reduce test anxiety. Aims &Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments.

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Nwosu, Kingsley Chinaza, WP Wahl, Edna Nkechi Ofojebe, Augustina Ukamaka Okafor, and Emmanuel Nkemakolam Okwuduba. "Associations between Students’ Test Preparation Strategies and Test Anxiety: Gender, Age, and Parents’ Level of Education as Control Variables." Education Research International 2022 (December 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/9228910.

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Although students’ test preparation tendencies are related to their test-taking confidence, empirical evidence on how students’ test preparation strategies relate to their test anxiety is still lacking. Framed within the skills deficit model, we examined the associations between students’ test preparation strategies (cognitive, metacognitive, and social preparation strategies) and their test anxiety (worry, cognitive, tension, and physiological test anxiety). Students’ gender, age, and parents’ level of education served as control variables. Participants were 248 students in two randomly selec

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Mamun, Mohammed A., Mariam Binte Safiq, Ismail Hosen, and Firoj al Mamun. "Burnout, does the university entrance test failing attribute? A Bangladeshi exploratory study." PLOS ONE 16, no. 10 (2021): e0258100. http://dx.doi.org/10.1371/journal.pone.0258100.

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Getting admission into a university is highly competitive globally and can be regarded as a mental stressor for some individuals. In Bangladesh, most of the universities allow students to repeat the test, whereas repeat test-taking students are supposed to suffer from psychological issues like burnout because of academic non-achievement in their first attempt. But there is no prior study assessing burnout to the population, which was investigated herein. A cross-sectional study was carried out among a total of 911 Bangladeshi university entrance test-taking students (i.e., 49.5% first-time tes

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Qianqian, Ye, and Beverly Caiga. "English As A Foreign Language (EFL) Classroom Anxiety, Risk-Taking Behavior and Willingness to Communicate Among Chinese College Students." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 47–61. https://doi.org/10.70979/psvq9948.

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This study investigates the relationship between risk-taking behavior, foreign language (EFL) classroom anxiety, and willingness to communicate (WTC) among Chinese college students (n=410). Effective communication is crucial for language acquisition, and fostering WTC is essential. However, factors like anxiety can hinder this. The study explores how risk-taking and anxiety influence WTC in freshmen and sophomore students from liberal arts and science backgrounds. Quantitative data was collected through surveys in Hebei Province, China. Results showed students experience negative evaluation, c

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Suzanna, Inne Yellisni, Gunawan Irianto, and Arif Setyo Upoyo. "Identification of Nursing Students' Anxiety and Readiness Facing Ners Competency Tests; Qualitative Study." Journal Of Nursing Practice 7, no. 2 (2024): 389–95. http://dx.doi.org/10.30994/jnp.v7i2.492.

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Background: Having a registration certificate (STR) a nurse must take a competency test as a condition for ownership of the STR. For nursing students, competency tests are a big challenge and complex, so special preparation and attention are needed for students and universities. The implementation of the competency test can create feelings of concern, fear, tension, and anxiety for fear of not passing the competency test. The problem about low graduation rate for ners competency test is influenced by several factors. One of internal factor consist of anxiety and fear facing ners competency tes

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Andujar, Alberto, and Maria Soledad Cruz-Martínez. "Cognitive test anxiety in high-stakes oral examinations: Face-to-face or computer-based?" Language Learning in Higher Education 10, no. 2 (2020): 445–67. http://dx.doi.org/10.1515/cercles-2020-2029.

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Abstract The present investigation explores Cognitive Test Anxiety (CTA) in a high-stake oral examination, taking into consideration how face-to-face and computer-based examination formats affect test-takers’ anxiety and consequently language performance. Two speaking tests – face-to-face and computer-based – were developed for a Spanish university’s ACLES B1 accreditation exam taken by 176 candidates. The Cognitive Test Anxiety Scale Revised (CTAS-2) and a structured interview were used to measure students’ anxiety as well as to observe students’ perceptions, individual behaviour, and how con

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Chamberlain, Suzanne, Anthony Leslie Daly, and Victoria Spalding. "The fear factor: students’ experiences of test anxiety when taking A-level examinations." Pastoral Care in Education 29, no. 3 (2011): 193–205. http://dx.doi.org/10.1080/02643944.2011.599856.

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H. Daniel Raj and M.S. Xavier Pradheep Singh. "Examining Test Anxiety and Its Alleviation: Assessing the Efficacy of Gamification in ESL Contexts." Creative Saplings 4, no. 2 (2025): 31–45. https://doi.org/10.56062/gtrs.2025.4.02.876.

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Students are under more pressure now than ever before, which has caused a variety of anxieties. This study focuses on test anxiety, which encompasses emotional factors that impact students before, during, and after exams. Factors contributing to test anxiety include inadequate test-taking skills, unfamiliarity with content and formats, time constraints, and strict evaluation. Gamification, the integration of game elements into non-gaming contexts, offers significant psychological benefits, especially for ESL students. This research aims to evaluate the effectiveness of reducing test anxiety am

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Galal, Suzanne, Deepti Vyas, Rachelle Kisst Hackett, Ed Rogan, and Chloe Nguyen. "Effectiveness of Music Interventions to Reduce Test Anxiety in Pharmacy Students." Pharmacy 9, no. 1 (2021): 10. http://dx.doi.org/10.3390/pharmacy9010010.

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Background: The main objective of this pilot study was to evaluate the impact of a classroom activity involving music on anxiety associated with preparing for and taking an assessment. Methods: Two hundred and two (202) pharmacy students were randomly assigned to one of two conditions of the experimental study: active music playing (n = 103) versus passive music listening (n = 99). All students completed a pre-test, a mid-test, and a post-test including: an “Attitudes and Perceptions” survey, State-Trait Anxiety Inventory for Adults (STAI Survey), and a knowledge assessment. Data were analyzed

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ABUBAKAR, Hamman, FATHI, Ahmad Abdulfathi, and ABUBAKAR, Hamman-Tukur. "Effect of Watching Blunder Comedy on Test Anxiety among Postgraduate Students in University of Maiduguri, Borno State, Nigeria." Federal University Gusau Faculty of Education Journal 5, no. 2 (2025): 125–29. https://doi.org/10.64348/zije.202518.

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The study examined the effect of watching comedy on test anxiety of the Master of Education students, Department of Education, University of Maiduguri, Borno State, Nigeria. Quasi experimental design was employed to facilitate the study. The population of the study comprised forty (40) Master of Education students of the Department of education university of Maiduguri,2020/2021 Academic session. Since the population was small, the whole population was used. The students were randomly assigned into two groups of 20 participants each in control and experimental group. The Website Test Anxiety Sc

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Coohey, Carol, and Stephen P. Cummings. "Evaluation of an Online Group Intervention to Improve Test-Taking Self-Efficacy and Reduce Licensure Test Anxiety." Journal of Social Work Education 55, no. 2 (2019): 376–88. http://dx.doi.org/10.1080/10437797.2018.1520668.

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Dr., K. Rajasekaran. "A STUDY OF TEST ANXIETY AMONG HIGHER SECONDARY STUDENTS." International Journal of Computational Research and Development 1, no. 2 (2016): 152–54. https://doi.org/10.5281/zenodo.1432809.

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Anxiety is a common phenomenon that constitutes a universal cause of poor academic performance among students worldwide. It is a kind of self preoccupation which is manifested as self- minimization and results in negative cognitive evaluation, lack of concentration, unfavorable physiological reactions and academic failure. Test anxiety and its dimensions became one of the broadest research areas in recent years. Compared to other students, most of the higher secondary students experience high levels of test anxiety during final exam even though their marks are good throughout the examinations.

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Condron, Dennis J., Jacob H. Becker, and Linda Bzhetaj. "Sources of Students’ Anxiety in a Multidisciplinary Social Statistics Course." Teaching Sociology 46, no. 4 (2018): 346–55. http://dx.doi.org/10.1177/0092055x18780501.

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To what extent, and why, do social science undergraduates experience anxiety about taking statistics courses? Despite holding assumptions of rampant statistics anxiety among students, sociologists have conducted few empirical studies of this issue. We extend the literature by analyzing data from a survey of sociology, social work, and criminal justice students enrolled in seven sections of our department’s Social Statistics with Computer Applications course in the winter 2018 semester. Two thirds of respondents are anxious or very anxious about taking the course. They experience statistics anx

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