Interactive effects of test anxiety, test difficulty, and feedback.

Examined interactive effects of item difficulty, test anxiety, and failure feedback in a study of 67 undergraduates (mean age 20.1 yrs) using multiple-choice verbal aptitude items. Ss' levels of test anxiety were measured on the Achievement Anxiety Test and the Test Anxiety Scale. Ss were then randomly assigned to receive either a hard or an easy test either with or without immediate feedback. Results indicate that ability estimates can be affected in complex ways by the examinee's anxiety level. The least anxious Ss in the sample did best on a very hard test, and moderately anxious Ss did best on an easy test, whereas the most anxious Ss did poorly on both tests. In addition, it was found that immediate feedback improved performance, especially for Ss given an easy test. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test anxiety, stress, and intelligence-test performance.

Administered the Test Anxiety Scale for Children and the CMA scale to 332 6th graders. Later Ss were given an intelligence test under a number of experimental conditions designed to induce varying amounts of stress. Results were analyzed by means of 2 (anxiety) * 5 (experimental conditions) * 2 (sex) analyses of covariance, Ss having been classified as high or low anxious on the basis of their anxiety-scale scores. These analyses revealed that none of the effects of the main independent variables or of their interactions were significant. Results do not support either of the hypotheses: that high-anxious Ss will be more adversely affected by stress; and that test anxiety is more directly related to test performance than is general anxiety. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of concreteness-abstractness and anxiety on intellectual and motor performance.

Administered O. J. Harvey's "This I Believe" Test to undergraduates. 55 Ss were selected with concrete belief systems and 29 with abstract systems. Ss then played the role of arguing against their own stand on an ego-involving issue which was scored for 5 attributes: number to topics discussed, number of approaches utilized in the arguments, openness to negative evaluation, ethnocentrism, and absolutism. Ss also completed the WAIS Digit-Symbol Substitution test, a vocabulary test, an arithmetic test, the A-State scale of the State-Trait Anxiety Inventory. On the basis of the anxiety measure, Ss were divided into "high" and "low" anxiety groups, and a 2-way analysis of variance (Concreteness-Abstractness * Anxiety) was run for each of the 8 dependent variables. Anxiety exercised a significant main effect on none of the 8 dependent variables, while concreteness-abstractness significantly affected 5. The interaction of these 2 variables, while in the anticipated direction in all instances, significantly affected performance only on the vocabulary measure. (29 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reduction of test anxiety through cognitive restructuring.

This collaborative clinical outcome study with 36 18–49 yr old Ss compared 2 procedures for reducing test anxiety with a waiting list control. In the first, systematic rational restructuring, the participants were trained to realistically reevaluate imaginally presented test-taking situations. In the second, a prolonged exposure condition, Ss were presented the same hierarchy items but with no instructions for coping cognitively. Ss were administered the following measures of test anxiety; the S-R Inventory of Anxiousness, Achievement Anxiety Test, Test Anxiety Questionnaire, Fear of Negative Evaluation, Social Avoidance and Distress Scale, and the Trait Scale of the Stait-Trait Anxiety Inventory. Results show greater anxiety reduction in the systematic rational restructuring condition, followed by the prolonged exposure group, with no changes for the control. Only those in the rational restructuring condition reported a significant decrease in subjective anxiety when placed in an analog test-taking situation. Ss in the restructuring condition also reported greater generalized anxiety reduction in social-evaluative situations. Within the broader context of cognitive behavior therapy, these results indicate that the cognitive reappraisal of anxiety-provoking situations can offer an effective treatment procedure for the reduction of anxiety. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test anxiety and academic performance: The effects of study-related behaviors.

Investigated (a) the relationship of test anxiety to academic performance in college students, (b) differences in study-related behaviors between high and low test-anxious Ss, and (c) differential effectiveness of study-related behaviors for both groups. Undergraduate Ss were 65 high and 31 low scorers on the Test Anxiety Scale. Results demonstrate a significant decrement in GPA associated with test anxiety. High test-anxious Ss were also found to have poorer study skills. For high test-anxious Ss, quality of study habits and amount of study time were positively related to academic performance, whereas missing classes and delaying exams were inversely related to performance. Findings are discussed in terms of the prevailing interference model of test anxiety. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept change in behavior modification.

Studied changes in self-concept as a function of behavioral treatment for test anxiety. 72 test-anxious (Alpert-Haber Achievement Anxiety Test) undergraduates were randomly assigned to systematic desensitization (SD) relaxation-training only, or no-treatment control conditions. Levels of test anxiety, self-esteem, and self-ideal-self discrepancy are assessed prior to and following treatment. The SD and relaxation treatments were both effective in reducing test anxiety. Ss' ratings of satisfaction with treatment were equivalent in the 2 treatment conditions. SD Ss showed improvement in self-esteem and significant reductions in self-ideal-self discrepancies; however, Ss who received relaxation training only, or no treatment, did not change significantly. This differential effectiveness of the SD and relaxation procedures is discussed in terms of the beneficial effects of imagined successful coping. Comparisons of Ss' changes in test anxiety and in self-concept suggest that an explanation of change based on simple generalization of treatment effects would be sufficient. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of structured psychodrama and systematic desensitization in reducing test anxiety.

36 students with examination anxiety took part in a study of the effectiveness of structured psychodrama and systematic desensitization in reducing test anxiety. Ss were randomly assigned to psychodrama, desensitization, or no-treatment control groups. All Ss were tested before and after the treatments on the Suinn Test Anxiety Behavior Scale and the Neuroticism scale of the Eysenck Personality Inventory. Results show that Ss in both treatment groups significantly reduced their test-anxiety scores compared with the controls. This was also congruent with gains as tested in vivo. A comparison between the 2 treatments, however, shows no significant differences. Also, there were no statistical differences among the 3 groups in neuroticism either before or after the treatments. It is concluded that the structured psychodrama method is as effective a mode of counseling as systematic desensitization in treating test anxiety. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitions of test-anxious children.

Compared the cognitions of 294 low, moderate, and high test-anxious (the Test Anxiety Scale for Children) 5th and 6th graders in an analog test situation. High test-anxious Ss reported significantly more task-debilitating cognitions than either moderate- or low-anxious Ss, including negative evaluations and off-task thoughts. High test-anxious Ss also reported fewer positive evaluations than low test-anxious Ss, whereas moderately anxious Ss did not differ significantly from either extreme group. It was unexpected that the moderate- and high-anxious groups reported significantly more on-task thoughts than the low-anxious group and did not significantly differ from each other. Both test anxiety and cognitions showed significant although modest relations with actual task performance after the effects of ability were partialled out. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of homogeneous and heterogeneous anxiety management training.

Compared the effectiveness of treating 31 test anxious (Achievement Anxiety Scale) and 25 speech anxious (Personal Report of Confidence as a Speaker) undergraduates in anxiety management training (AMT) groups composed of only test-anxious or speech-anxious Ss (homogeneous AMT) or a mixture of both (heterogeneous AMT). For test-anxious Ss, both forms of AMT significantly reduced state and trait test anxiety compared with controls, these gains were maintained, and Ss had higher psychology grades. Follow-up assessment evidenced nontargeted anxiety reduction for both forms of AMT, but showed that homogeneous AMT Ss reported less anxiety on the Fear Inventory than either heterogeneous AMT or control Ss. For speech-anxious Ss, heterogeneous AMT lowered speech anxiety significantly more and was the only condition to show any evidence of nontargeted anxiety reduction for Ss. Results are discussed in terms of immediate, efficient delivery of anxiety reduction services to a wide range of clients. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance, cognition, and physiological responding in test anxiety.

Autonomic (skin conductance and resistance, heart rate, and heart rate variability), self-report (State-Trait Anxiety Inventory and causal attributions of task performance), and performance (modified Stroop Color–Word Test and 8 difficult anagrams) measures of anxiety were collected from 36 test-anxious and 36 non-test-anxious (Test Anxiety Scale) female undergraduates in an analog testing situation under 3 experimental conditions. High-test-anxious (HTA) Ss performed more poorly and reported higher levels of anxious arousal and worry in the analog testing situation than low-test-anxious (LTA) Ss. Also, self-evaluations of test performance made by HTA Ss differed from those made by LTA Ss in being more negative and unrelated to actual test performance. However, HTA and LTA Ss showed virtually identical changes in electrodermal activity and heart rate in response to the stress of the testing situation. Only heart rate variability, which appeared to reflect differences in the cognitive and attentional responses of the test anxiety groups, successfully differentiated HTA and LTA Ss. Results support cognitive formulations of test anxiety and indicate that deficits in information processing associated with test anxiety do not result from maladaptive levels of autonomic arousal. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test anxiety and visual vigilance.

Conducted a visual vigilance task (VVT) to determine sensitivity and criterion measures for 20 male and 20 female undergraduate students scoring high or low in test anxiety under either test or no-test conditions. Ss, who were classified as high or low on the basis of the Test Anxiety Scale, were instructed to report the occurrence of brief visual signals over a 36-min period of continuous watchfulness. The VVT was described to half the Ss as a measure of ability on which they were being tested; to the other half, it was described as an investigation of the usefulness of the procedure for future research. Findings show that the detection rate declined across the 36 min of the task among Ss high in test anxiety who believed that they were being tested and in Ss low in test anxiety who did not. False detection rates revealed no significant differences among conditions. Analysis of sensitivity to signals according to statistical decision theory revealed low sensitivity in both the high-anxiety test and low-anxiety/no-test conditions than in the other 2. Analysis of decisional criteria showed that Ss in the high-anxiety test condition were more conservative in setting a criterion than Ss in the other 3 conditions. No sex differences were found. Results are discussed in terms of an elaboration of I. G. Sarason's (1979) model of test anxiety. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test anxiety and helping behaviour.

Examined children's helping behavior as a function of test anxiety level and evaluative conditions. After taking the Test Anxiety Scale for Children, 72 4th graders completed a task under either evaluative or nonevaluative conditions, and then were given an opportunity to help a younger child with a sorting task. Examination of a significant interaction between anxiety and evaluation revealed that highly test-anxious Ss were most sensitive to the evaluative manipulation, being less likely to help in the evaluative than in the nonevaluative condition. Helping behavior of less anxious Ss did not vary with evaluation. It is suggested that relationships between personality variables and helping behavior should be examined only in combination with clearly specified situational variables. (French summary) (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group vicarious desensitization of test anxiety.

Examined whether vicarious desensitization, using videotapes and a small group format, could be used as a treatment for test anxiety. 43 test anxious college students were administered the Test Anxiety Inventory and the State-Trait Anxiety Inventory. Ss received either vicarious desensitization, study skills training, or both treatments; there was also a no-treatment control condition. Self-report measures indicated that vicarious desensitization resulted in lower test and trait anxiety than study-skills training alone or no treatment. Academic performance measures, obtained posttreatment and at a 3-mo follow-up, indicated no differential effectiveness. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Worry, emotionality, and task-generated interference in test anxiety: An empirical test of attentional theory.

Investigated sources of interference in highly test anxious Ss performing under evaluative stress. 185 college students were administered the Test Anxiety Scale. Those from the upper (34 Ss) and lower (34 Ss) 30% of the distribution solved difficult anagrams under 2 evaluative conditions: high stress (evaluative) and low stress (nonevaluative). Major findings are that the high-anxiety/high-stress group (a) reported more anxiety during testing; (b) rated themselves, their abilities, and the task more negatively; (c) solved fewer anagrams; (d) estimated spending less time on task; (e) experienced more interference from anxiety; and (f) reported greater distraction of attention to heightened autonomic arousal (emotionality), worrisome thoughts (worry), and task-produced competing responses (task-generated interference) than did either the high-anxiety/low-stress or low-anxiety/high-stress group. Findings are interpreted in terms of attentional theories of anxiety. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis versus systematic desensitization in the treatment of test anxiety.

Assessed the comparative effectiveness of systematic desensitization (SD) and the directed experience hypnotic technique (HT) in reducing self-reported test anxiety and increasing the academic performance of 36 test-anxious undergraduates. Ss were assigned randomly to either the HT or SD conditions or to 1 of 2 control groups. All Ss had previously scored above the 50th percentile on Sarason's Test Anxiety Questionnaire (TAQ) and below the 85th percentile on a midterm exam. Results indicate that only the SD treatment significantly reduced TAQ scores. No significant improvement in academic performance was observed for either treatment. An additional analysis of high- vs moderate-anxious subgroups failed to show differential treatment effects on either dependent measure. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of EMG biofeedback and relaxation training in the prevention of academic underachievement.

Examined whether 3 techniques commonly used to treat anxiety (anxiety management training, EMG biofeedback, and stress-management training) could be used to prevent the academic underachievement associated with anxiety in college students. 19 anxious freshman women (identified by a test battery that included the Achievement Anxiety Test, Eysenck Personality Inventory, and the State-Trait Anxiety Inventory) each completed 6 sessions of either anxiety-management or stress-management training with live instruction. Additionally, each S received 6 sessions of either EMG biofeedback or taped instruction. All 4 treatment combinations successfully reduced both somatic and cognitive anxiety symptoms. The average GPA of the experimental Ss was significantly higher than that of matched no-treatment controls. These findings suggest that early intervention for academic anxiety may be beneficial. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of electromyographic biofeedback and cue-controlled relaxation in the treatment of test anxiety.

Studied the effect of using electromyographic (EMG) biofeedback to increase the efficacy of cue-controlled relaxation training in the treatment of test anxiety. 40 college undergraduates scoring in the upper third on the Test Anxiety Scale were randomly assigned to 1 of 4 treatment conditions—EMG-assisted cue-controlled relaxation, cue controlled relaxation alone, attention-placebo relaxation, and no-treatment control. Pre–post self-report measures of test anxiety, state anxiety, and trait anxiety (State-Trait Anxiety Inventory) were obtained. In addition, a performance measure (Otis-Lennon Mental Abilities Test) was administered. Ss from the 3 relaxation groups received 6 45-min individual sessions over 2 wks. All treatments were conducted using audiotape recordings. Results indicate that cue-controlled relaxation is effective in increasing test performance for test anxious Ss, that EMG biofeedback does not contribute to the effectiveness of this procedure, and that self-report measures of anxiety are susceptible to a placebo effect. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of personality type in reducing specific anxiety with behavioral and psychodynamic therapy.

Investigated the effects of personality type on the effectiveness of various treatment procedures in reducing test anxiety. 77 undergraduates with high scores on the Test Anxiety Scale (TAS) were identified as extravert or introvert by the Eysenck Personality Inventory. Ss were randomly assigned to insight, desensitization, flooding treatment, and control groups. Ss also completed the Institute for Personality and Ability Testing Self Analysis Form. Analysis of variance assessed difference scores on pre- to postanxiety measures. These methods generally failed to reduce anxiety on most of the measures. The only significant change was on the TAS, on which the introverts demonstrated greater test anxiety reduction than did the extroverts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparation to reexperience a stressful medical examination: Effect of repetitious videotape exposure and coping style.

36 22–80 yr old patient volunteers, experienced in the stressful endoscopy examination, were prepared to reexperience that examination by viewing an explicit videotaped endoscopy either 0, 1, or 3 times. All Ss were given the State–Trait Anxiety Inventory, a Modified Repression-Sensitization Scale (Epstein & Fenz, 1967), and the Post-Endoscopy Interview Schedule. Patients were classified as having either a repressing or sensitizing coping style. On dependent anxiety measures including heart-rate change, behavioral ratings, and self-report, tape viewing generally resulted in decreased anxiety in sensitizers, and had no effect or produced increased anxiety in repressors. When the data were analyzed ignoring repression-sensitization coping style, tape viewing produced little effect. Results are discussed in terms of the accurate information and extinction theories of preparation effects. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)