After many decades and billions of dollars spent, the effects of foreign democracy promotion interventions remain poorly understood, particularly in authoritarian contexts. Do these external interventions contribute to the building blocks of democratization and democratic consolidation under autocracy? Do these potential contributions come at the cost of bolstering autocrats’ credibility? This article presents a randomized study of a democracy promotion program undertaken by a prominent international non-governmental organization (INGO) in rural Cambodia, in which elected parliamentarians from multiple political parties interacted with constituents. The intervention had relatively large effects on individuals’ knowledge about politics and self-reported political engagement but, crucially, did not give citizens increased confidence in Cambodia’s “democracy,” suggesting a role for democracy promotion without whitewashing the authoritarian nature of Cambodian politics. Overall, the results suggest that democracy promotion under authoritarianism can foster a more engaged and informed citizenry without lending undue credibility to an authoritarian system.
Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.
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