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Previous research has highlighted the important role of cognition in anxiety, including test anxiety. The present study explores the role of cognitive distortions and irrationality in test anxiety by studying the relationships among cognitive triad (core beliefs), dysfunctional attitudes (intermediate beliefs), negative automatic thoughts, irrational beliefs, debilitating test anxiety, and facilitating test anxiety in 138 undergraduates. Multiple regression analyses showed that only the cognitive triad as a whole was a significant predictor of debilitating anxiety. Specifically, negative view of self was a significant predictor of debilitating anxiety. The results supported an expansion of the current cognitive conceptualizations of test anxiety to include the importance of negative self-view. Other implications are also discussed.

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This article presents an overview of the range of primary, secondary, and tertiary interventions based on the Singapore Education Ministry-developed whole-school framework for pupil management and support. At the preventive level, a range of school-wide programmes are implemented to provide learning, emotional, and behavioural support for students. Where school-level programmes are inadequate to address specific student concerns, there are school counsellors or teacher-counsellors to work with those at-risk or experiencing difficulties. Students with specific learning disabilities receive in-class or pull-out support from allied educators, often in consultation with educational psychologists from the Ministry. Although parent support and collaboration are often sought, school-based family interventions are not within the purview of schools. This article further discusses issues that may be of concern to schools as they work to support students more effectively.