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Helping Students Deal Effectively with Test Anxiety
Darcy [email protected]
Christelle Le [email protected]
Sanger Learning CenterSchool of Undergraduate Studies, The University of
Texas at Austin
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Objectives For professionals to be able to
Speak to the history of & trends in test anxiety research
Identify four parts of the suggested integrated approach to test anxiety
Suggest effective self-calming strategies to students experiencing test anxiety
Identify times when it would be important to refer test anxiety students to counseling/mental health services
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What is Anxiety?Physiological / psychological response to a perceived threat.
Physiological signsUpset stomachRestlessnessSleep problemsMuscle tensionHeadacheBack problems
Psychological signsConfusionMemory blanking Irritability Impaired concentrationPoor judgmentFrustration
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What is Test Anxiety?
Test anxiety is defined as perceived arousal, reported worry, self-denigrating thoughts, tension, and reports of somatic symptoms in exams or similar evaluative situations. Estimated to impact as many as 20-35% of students (Zeidner, 1998)
Seems to be on the increase as more emphasis is placed on test in the public school system and as tests increasingly determine admission to specific programs/schools. (Kadison & DiGeronimo,2004)
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What Test Anxiety Is NotA diagnostic category on its own
(although it can be one manifestation of other diagnoses such as anxiety disorders,
depression, attention disorders, or learning disorders that may legally entitle a student to classroom accommodations)An experience caused solely by insufficient
preparation(although preparation techniques are a key element inpositively impacting the anxiety experience)
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ResearchComes from a number of fields including
education, counseling, behavioral science, and various branches of psychology
Overlaps with research areas such asSelf-efficacyLearned helplessnessSelf regulationMotivationPerfectionismPersonality traits
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Biological Constitution
Test Anxiety
Socialization and Early Childhood Experiences
Educational Environment
Unique Learning Experiences
Configuration of factors in test anxiety development, in Zeidner, 1998
Origins of Test Anxiety
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Test Anxiety Research: MilestonesDrive-oriented and physiological stress/arousal
perspectives( Mandler and S. Sarason's 1952)
Liebert and Morris (1967) – constructs of emotionality (physiological arousal) and worry (concern about performance)
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More MilestonesCognitive-attentional (interference) model (Wine (1971)
worry, cognitive interference, and self-denigration
Skills deficits (Culler & Halahan 1980; Kirkland and Hollandsworth, 1980)
Self-regulation (Carver & Scheier, 1991)
Self-worth (Covington, 1992)Spielberger’s Transactional model and State-Trait Model
(Spielberger & Vagg,1995) Anxiety as a personality trait (A-Trait) and as a personality state (A-State)
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What It ImpactsAffect
Worry, depression, hopelessness Physical symptoms
Tension, elevated heart rate, nausea, sweating Behavior
Procrastination, avoidance, ineffective study and escapismCognition
Self-preoccupied thinking Impaired information processing
Input (Encoding and Acquisition)Storage and ProcessingRetrieval and Output
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Test Anxiety and Information Processing
InputEncoding and Acquisition
TEST ANXIETY
Retrieval and
Output
Storage and Processing
IMPACT OF TEST ANXIETY AT DIFFERENT STAGES OF INFORMATION PROCESSING, ZEIDNER 1998
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Academic Outcomes
60 years of research have demonstrated a clear negative association between test anxiety and academic performance.
Students don’t perform to their potential and scores misrepresents their level of knowledge and understanding
Academic persistence and achievement can be negatively impacted.
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Test anxiety is a complex, multidimensional construct
Heterogeneous nature of test anxiety
Develops from multiple pathwaysYields different types of test-anxious
studentsDemands an integrated approach to
treatmentDamer and Melendres, 2011
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InterventionMeta-analysis of 56 empirical test anxiety intervention studies (Ergene, 2003)Most effective are combination of
Skill-focused strategies (study skills training, test-taking skills training)withCognitive approach
(rational emotive therapy, cognitive restructuring)and/orBehavioral approach (systematic desensitization, relaxation training, biofeedback, anxiety inductions)
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Helping Students Deal Effectively with Test Anxiety:
An Integrated Approach
History >Reframing >
Self-Calming >Study Effectiveness
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Additional referral optionsat UT AustinCounseling and Mental Health CenterPrivate counseling appointmentsShort-term test anxiety groupStress management class (Optimizing Your Potential)Mindfulness meditation groupOn-line resources --
www.cmhc.utexas.edu/resources.htmlMind/Body Lab – guided relaxation recordings, massage chairs, biofeedback
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Student History Duration – origin (elementary, secondary, college, etc.) Intensity -- from 1-10
Any complete blanking, how long does it last* Intense physical symptoms* such as fainting or vomiting? Stress level on non-test days*
Impact Experience of life – tired, stressed, etc. Outcomes – grades > ability to study > motivation for school
Other Anxiety in other areas of life* -- social, family, relationship, finances,
etc. Past diagnoses relevant to anxiety* .
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Reframing1. What a test is
A thinking task
2. Primary job during a test To think… as clearly as possibly based on what I currently know Choosing a job within your control
Get it all right / Not make any mistakes Do better than other people Prove something to the professor Get into pharmacy school Make my parents happy Make my family proud Get an A
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3. Secondary job – to self-calm
Some anxiety improves performanceIf stress progresses to point that you
can’t think, your responsibility shifts to your secondary job, to self-calm.
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Positively impacting the anxiety experience is always a combination of learning self-calming techniques AND improving the effectiveness of study techniques.
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Emotions
Thoughts
Body
Self-Calming Techniques -- see packet
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Study Effectiveness Techniques
-- see packetPlan weekly
Preview (for content and organization)Take in new information: Read<>Take lecture notes
Review notes (to find and fill gaps)Self-quiz
Take Test(s)Analyze results
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Final ResourcesBibliography
Instruments for Assessing Test Anxiety
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As a result of this session, I will ________________________________________________________________________________________________________________________________________________________________________________________________