The Measurement and Treatment of Test Anxiety

Tryon, Georgiana Shick

doi:10.3102/00346543050002343

Cited by 151 publications

(51 citation statements)

References 125 publications

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“…A score ≤ 12 is considered as mild test anxiety, a score of 12 -20 is considered as moderate test anxiety, and a score > 20 is considered as sever test anxiety (22). Troyn (1980) reported the reliability of the scale 0.80 by test-retest reliability and by the split-half method reported it as 0.91 (23). In the study by Yazdani (2012), Cronbach's alpha coefficient of the questionnaire was reported 0.88, internal consistency was reported 0.95, and standard validity was reported 0.72 (24).…”

Section: Study Population and Samplingmentioning

confidence: 99%

The Mediating Role of Emotional Intelligence in Coping Strategies and Test Anxiety in Students of Kermanshah University of Medical Sciences, Kermanshah, Iran in 2013 - 2014

Farnia

Mousavi

Parsamehr

et al. 2017

Iran J Psychiatry Behav Sci

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Background: Test anxiety is one of the most common and important problems of students in their educational course which affects performance, well-being, and success of students adversely. The prevalence of test anxiety in the students of the University of Medical Sciences is more than in other students. It's maybe due to their hard educational condition.Objectives: This study aimed to examine the mediating role of emotional intelligence in coping strategies and test anxiety in university students. Methods:The present study is a correlational descriptive study. Statistical population was all of the students in Kermanshah University of Medical Sciences, Kermanshah, Iran, 2013-2014 ones were selected by convenience sampling. In this study, participants were assessed by Sarason Test Anxiety Inventory, Lazarus and Folkman coping strategies, and Schutte et al's emotional intelligence. Data were analyzed by Pearson correlation tests and path analysis. Results:The results showed that there was a relationship between coping strategies (problem-focused and emotion-focused) and emotional intelligence with test anxiety (P < 0.01). Emotional intelligence has a mediator role between problem-focused coping strategies and test anxiety (P < 0.01). Conclusions:According to the results, it can be concluded that students who use problem-focused coping strategies have more emotional intelligence and with increasing emotional intelligence, test anxiety reduces significantly. So in order to reduce the test anxiety, the important role of emotional intelligence should be considered. Test anxiety is related to coping strategies (problemfocused and emotion-focused) and emotional intelligence Keywords: Coping Strategies, Iran, Students, Test Anxiety BackgroundStudents experience high levels of anxiety. These anxieties are sometimes severe enough to affect their daily lives and academic performance adversely. Test anxiety is one of the main anxieties that students experience and about 10 to 30 percent of students suffer from it (1, 2).Test anxiety is higher in students of Kermanshah University of medical sciences. Mohammadi and Parandin reported 38.8% of students had mild test anxiety, 27.5% had moderate, and 33.7% had severe test anxiety (3).Test anxiety is a mixed state of excitement, fear, and worry (4). Sarason (5) suggests that the concept of anxiety includes: 1. Stress: emotional feelings before or during the exam; 2.Worries: which are about the result of exam; 3. Irrational thoughts about the exam: thoughts that divert students' attention from the exam; 4. Somatic symptoms: somatic reaction before or during the test (6). Given the high prevalence of test anxiety among the students and its adverse effects on test performance, academic achievement, and general well-being, it is necessary to identify and evaluate the influencing factors such as variables that appear to be associated with test anxiety, coping strategies, and emotional intelligence. According to the definition by Lazavs and Folkman (1948), copings are behavioral ...

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Section: Study Population and Samplingmentioning

confidence: 99%

The Mediating Role of Emotional Intelligence in Coping Strategies and Test Anxiety in Students of Kermanshah University of Medical Sciences, Kermanshah, Iran in 2013 - 2014

Farnia

Mousavi

Parsamehr

et al. 2017

Iran J Psychiatry Behav Sci

View full text Add to dashboard Cite

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“…Nevertheless, emotionality is the learner's subjective consciousness of the intensified autonomic arousal rather than the arousal itself (Schwarzer, 1984). Different studies revealed that worry has a stronger association with performance than emotionality (Deffenbacher, 1980., Goonan, 2003., Tryon, 1980. Three models describe the causes of test anxiety.…”

Section: Test Anxietymentioning

confidence: 99%

The Interrelationship between EFL Learners’ Levels of Reading Anxiety and Their Levels of Cognitive Test Anxiety: An Analysis of EFL Learners’ Speed of Processing an IELTS Reading Test

Loghmani

Ghonsooly

2012

IJL

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This study investigated the EFL learner's speed of processing an IELTS reading test, in relation to their scores on Foreign Language Reading Anxiety Scale (FLRAS) and Cognitive Test Anxiety Scale (CTAS). The association between their scores on the two aforementioned scales was also examined to find if there was any significant relationship. 196 senior university EFL learners majoring in either English translation or English literature were participating in the first phase of the study. Out of them 46 were chosen according to their FLRAS scores -23 of them were low-anxiety group and 23 were high-anxiety group-who participated in the second stage of the study. Their speed of reading and processing an IELTS reading test and their levels of CTAS were then examined. To find the relationship, the Pearson Product-moment formula was used and the results indicated that the higher were the EFL learners' scores on FLRAS and CTAS, the more time they needed to finish the reading task. A positive correlation between the EFL learners' levels of Foreign Language Reading Anxiety and their scores on CTAS was also found.

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“…A furtherpossibility is that test anxietyand test performance each affect one another, i.e., the causal relationship is bidirectional (e.g., Hill, 1972). Another viewthat appears to be gaining support is that test anxiety is simply a natural reaction to poortest-taking skills (Tryon, 1980), with the inabilityto process information as likely to elicitanxietyas anxietyis to impair information processing (Benjamin, McKeachie, Lin, & Holinger, 1981;McKeachie, 1984;PauIman& Kennelly, 1984). Any debilitating effects of test anxiety may depend on a varietyof other factors, such as test takers' information organizing skills (Birenbaum & Pinku, 1997) and, we hypothesize, their anxietyabout computers.…”

Section: Significance Of the Problemmentioning

confidence: 99%

Test Anxiety and Test Performance: Comparing Paper‐based and Computer‐adaptive Versions of the Gre General Test

Powers¹

1999

ETS Research Report Series

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AcknowledgmentsI'm thankful for the assistanceand advice providedby numerous people during the conduct of this study, among them were:• Rob Durso for invaluable assistance and encouragement throughout the course of the study • Ruth Yoder for assuming major administrative responsibility for a variety of aspects of the study • Laura Jerry for providing the data analyses on which the results are based• Holly Knott for her work on computerizing the anxiety inventories (although we were unfortunately unableto use them in the current study), as well as others who assisted us with various aspects of the project as originally designed, including:• StefBogdan• Lenora Green• Tim Habick • Kellie Macrae• Denise Nevrincean • Manfred Steffen • Laurie Van Sant• Ron Biava, PankajaNarayanan, and Gordon Scheidell for retrievingtest score records• Joi Bracy-Strachnfor providing additional information from GRE files• Brent Bridgeman, Maria Potenza, and Larry Stricker for providinghelpful reviews of an earlier draft. AbstractDespite 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 ofGRE General Test takers who took the computer-adaptive version of the test, and another sample ofGRE examinees who took the paper-based version ofthe test. After taking the test, all examinees completed both a test anxiety inventory and an inventory concerning attitudes toward computers. Relationships were examined between performance on each ofthe three GRE General Test measures and reports of test anxiety (both worry and emotionality) and computer attitudes (both anxiety and confidence). For both the test anxiety and the computer attitudes scales, the relationship to GRE scores was similar for the computer-adaptive and paper-based GRE General Test. Thus, there was no support for the study's major hypothesis. Several ancillary findings, however, do have implications for large-scale testing programs, especially those moving to computer-based testing. (''The Search," 1994).It is a system thatcannot helpbut tofluster test-takers (Morrow, 1997).The Bad News?Ifthey are any indicationwhatsoever of popular sentiment, these media pronouncements make it clear that not everyone is equallyenthusiastic about the advent of large-scale computer-basedtesting and the opportunitiesthat it enables. The view expressed in the first statement --that computerizedtesting will automatically heighten anxiety -is held, undoubtedly, not just by the Newsweek writer who made the assertion when reporting recent changes in the College Board's admissions testing program. The conjecture is not surprising, perhaps,given previous estimatesthata significant proportionof adults may endure aversive reactions to computer-related technology (Rosen & Maguire, 1990;Weil, Rosen, & Sears, 1987). Whether such estimatesare still accuratetoday is...

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The Measurement and Treatment of Test Anxiety

Cited by 151 publications

References 125 publications

The Mediating Role of Emotional Intelligence in Coping Strategies and Test Anxiety in Students of Kermanshah University of Medical Sciences, Kermanshah, Iran in 2013 - 2014

The Mediating Role of Emotional Intelligence in Coping Strategies and Test Anxiety in Students of Kermanshah University of Medical Sciences, Kermanshah, Iran in 2013 - 2014

The Interrelationship between EFL Learners’ Levels of Reading Anxiety and Their Levels of Cognitive Test Anxiety: An Analysis of EFL Learners’ Speed of Processing an IELTS Reading Test

Test Anxiety and Test Performance: Comparing Paper‐based and Computer‐adaptive Versions of the Gre General Test

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