Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010

Abstract

High‐stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test‐anxiety interventions. Results indicate that there are few studies that have examined test‐anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced‐based test anxiety interventions.

Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial.

“…Meta-analyses have shown test anxiety interventions, based on these approaches, to be effective in reducing the cognitive and affective-physiological dimensions of test anxiety (Hembree, 1988;Ergene, 2003;von der Embse et al, 2013). However, the overwhelming majority of test anxiety interventions described in the extant literature are based on programs designed for undergraduate students.…”

“…Accordingly, test anxiety interventions have been purposefully utilized to support at-risk students. However, the literature base for the effectiveness of school based interventions is lacking (von der Embse, Barterian, & Segool, 2013). To address the paucity of studies in this area we conducted a randomized control-trial of a targeted, facilitated, test anxiety intervention with adolescent students preparing for high-stakes secondary school leaving examinations.…”

“…However, the overwhelming majority of test anxiety interventions described in the extant literature are based on programs designed for undergraduate students. The evidence base for school-based programs, designed and evaluated for use with younger students, is extremely limited (von der Embse et al, 2013).…”

Perceptions and Incidence of Test Anxiety

“…Common behavioural expressions of TA can include poor study skills and procrastination. These behaviours may be experienced before, during, or after an examination (Gregor, 2005;Liebert & Morris, 1967;Spielberger & Gonzalez, 1980;von der Embse, Barterian, & Segool, 2013). The relationship between TA and other anxiety disorders is currently unclear.…”

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

“…In the last several decades, hundreds of published studies examined test anxiety (TA), as researchers and practitioners sought to better understand TA and related constructs and simultaneously develop and test interventions to limit the debilitating effects of anxiety on test performance (e.g., Pintado, Sánchez-Mateos, & Escolar-Llamazares, 2016;von der Embse, Barterian, & Segool, 2013). Current research on TA has thrived in an era of high stakes testing where approximately 25% -40% of students consistently experience TA.…”