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performance. Individuals that become highly anxious during tests typically perform more poorly on tests than low-test anxious persons, especially when tests are given under stressful evaluative conditions such as a post-secondary exam. The feelings of forgetfulness, or drawing a "blank" are developed because of anxiety-produced interference between relevant responses and irrelevant responses generated from the person's anxious state. The difference in performance of a high-anxious test taker compared to a low-anxious test taker is largely due to the difference in their ability to focus on the tasks required. A low-anxious test taker is able to focus greater attention on the tasks required of them while taking the test, while a high-anxious test taker is focused on their internal self, and the anxiety they are feeling. Anxious test takers do not perform adequately on the test as their attention is divided between themselves and the test. Therefore, students with high test anxiety are unable to focus their full attention on the test. Furthermore, anxiousness is evoked when a student believes that the evaluative situation, such as an assessment, exceeds his or her intellectual, motivational, and social capabilities.
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fear of a potentially dangerous environment. Anxiety prepares the body physically, cognitively, and behaviourally to detect and deal with threats to survival. As a result, a person's body begins to hyperventilate to allow more oxygen to enter the bloodstream, divert blood to muscles, and sweat to cool the skin. In individuals, the degree to which an anxiety response is developed is based on the probability of bad things happening in the environment and the individual's ability to cope with them. In the case of test taking, this might be a failing exam grade that prevents the student from being accepted to a post-secondary institution. A person's beliefs about their own competencies are a form of self-knowledge, which plays an important role in analyzing situations that might be threatening. When a person has feelings of low competence about their abilities they are likely to anticipate negative outcomes such as failure, under uncertain conditions. Thus, evaluative situations including tests and exams, are perceived as more threatening by students who have low competencies.
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concentrating, and emotional worry. Inferior performance arises not because of intellectual problems or poor academic preparation, but because testing situations create a sense of threat for those experiencing test anxiety; anxiety resulting from the sense of threat then disrupts attention and memory function. Researchers suggest that between 25 and 40 percent of students experience test anxiety. Students with disabilities and students in gifted educations classes tend to experience high rates of test anxiety. Students who experience test anxiety tend to be easily distracted during a test, experience difficulty with comprehending relatively simple instructions, and have trouble organizing or recalling relevant information.
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155:, and previous poor test performance. As well, characteristics of the test environment such as: nature of the task, difficulty, atmosphere, time constraints, examiner characteristics, mode of administration and physical setting can affect the level of anxiousness felt by the student. Researchers Putwain & Best (2011), examined test performance among elementary children when the teacher put pressure on the students in an attempt to create a more high stress environment. Their findings showed that students performed worse in high threat situations and experienced more test anxiety and worrisome thoughts than when in a low threat environment.
297:. They state that when a person is expected to perform a specific skill, the pressure may cause an increased self-consciousness and inward focus, which can disrupt their ability to successfully perform that task. Thinking about step-by-step procedures can inhibit one's ability to execute a task. For example, a study by R. Gray found that baseball players put into the high-pressure condition had increased errors, and an increased ability to recall details like the direction their bat was moving. This indicates that the pressured players were monitoring themselves more, which impacted their ability to successfully hit the ball.
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262:, also known as worry. It is mostly composed of the individuals cognitive reactions to situations where they are being evaluated, in the times prior to, during, and after those tasks. Some of the thoughts that individuals with high cognitive test anxiety are constantly dealing with are comparing self performance to peers, considering the consequences of failure, low levels of confidence in performance, excessive worry about grades, feeling that they are unprepared for tests, and loss of self-worth.
46:. This anxiety creates significant barriers to learning and performance. Research suggests that high levels of emotional distress have a direct correlation to reduced academic performance and higher overall student drop-out rates. Test anxiety can have broader consequences, negatively affecting a student's social, emotional and behavioural development, as well as their feelings about themselves and school.
100:. Adrenaline is known to cause physical symptoms that accompany test anxiety, such as increased heart rate, sweating, and rapid breathing. In many cases having adrenaline is a good thing. It is helpful when dealing with stressful situations, ensuring alertness and preparation. But for some people the symptoms are difficult or impossible to handle, making it impossible to focus on tests.
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strategies in the low pressure condition, which they had to abandon in the high pressure condition. The low WM people never used these demanding strategies in the first place. Evidence for similar working memory effects in children has also been found. Evidence that trait anxiety might have different effects on working memory than state or acute pressure situations comes from
Johnson
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or indirectly (awareness of being ill-prepared causes anxiety that, in turn, leads to poor performance). Therefore, the most effective interventions are those that combine skill-focused strategies (i.e. study skills training, test-taking skills) with cognitive (i.e. cognitive restructuring) or behavioural approaches (i.e. relaxation training, systematic desensitization).
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response and heart rate, dizziness, nausea, or feelings of panic. There is evidence that emotionality is a distinct part of test anxiety; however, it can be seen that when an individual displays high emotionality it means that it is mostly associated with declining performance, but only when the individual is also experiencing high levels of worry.
444:(TAICA) is a way to measure and assess test anxiety in children and adolescents in Grades 4 through 12. Those individuals who are being assessed rate their responses on a 5-point Likert-type scale ranging from 1 (never true about me) to 5 (always true about me). The TAICA is a 45-item self-report measure which consists of four sub scales.
393:, influenced by salient stimuli. According to the attentional control theory, anxiety disrupts the balance between these two systems. The stimulus-driven system becomes stronger at the expense of the goal-directed system, thereby impairing the efficiency of the inhibition and shifting functions of the central executive.
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Medication is not recommended to treat test anxiety; instead, standard suggestions include sleep, proper nutrition, exercise, meditation, studying without stress, and enacting habits to reduce stress during the test. Test anxiety remains a challenge for students and has considerable physiological and
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However, if before or during a test a child's level of anxiety is above the optimum level, they may also fail to demonstrate their true abilities. Under these circumstances fear of the actual test may disrupt preparation and cause a great amount of distress during the test that it is more than likely
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Researchers believe that feelings of anxiety arise to prepare a person for threats. In humans, anxiety symptoms are distributed along a continuum and different symptom levels of anxiety predict outcomes. Responses consist of increased heart rate, stress hormone secretion, restlessness, vigilance, and
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where one can see the facilitating and debilitating effects of arousal on performance as an inverted "U". An example of this correlation can be seen in terms of a child taking a test where the degree of arousal or anxiety that the child portrays can be seen as beneficial to the performance. Though,
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Lowe, Patricia A.; Lee, Steven W.; Witteborg, Kristin M.; Prichard, Keri W.; Luhr, Megan E.; Cullinan, Christopher M.; Mildren, Bethany A; Raad, Jennifer M.; Cornelius, Rebecca A.; Janik, Melissa (September 2008). "Examination of the
Psychometric Properties of a New Multidimensional Measure of Test
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For some individuals, poor academic performance is due to skill deficits, which could include problems in encoding (learning),rehearsal (study skills) or retrieval during a test (test-taking strategies). Skill deficits may lead to poor performance directly (failure to adequately learn the material)
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found that pressure led individuals with a high working memory capacity to perform worse on a complicated task, whereas individuals with a low WM capacity got the same low results with or without pressure. This was because people with high WM could use more better but more demanding problem solving
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In situations in which individuals need to concentrate their attention on a specific task, emotional stimuli can divert their attention to a greater degree than non-emotional stimuli. Emotional stimuli will often dominate a person's thoughts, and any attempt to suppress them will require additional
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means that the individual shows high levels of several different symptoms related to test anxiety that can be seen through physiological responses experienced during situations where they are being evaluated; such as an exam. Some of the physiological manifestations include: increased galvanic skin
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Test anxiety is known to develop into a vicious cycle. After experiencing test anxiety on one test, the student may become so fearful of it happening again they become more anxious and upset than they would normally, or even than they experienced on the previous test. If the cycle continues without
133:β poor concentration, "going blank" or "freezing," confusion, and poor organization. The inability to concentrate leads to impaired performance on tests. Fidgeting during or outright avoidance of the test. Students often report "blanking out" even though they have studied sufficiently for the test.
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To gain an accurate assessment of student comprehension, instructors should be concerned with minimizing the effects of test anxiety. Instructors might offer "second chances" post test, familiarize students with test format and grading scheme, and lower the impact of any one test. If students have
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Highly test-anxious students score about 12 percentile points below their low anxiety peers. Test anxiety is prevalent amongst the student populations of the world. It has been studied formally since the early 1950s beginning with researchers George
Mandler and Seymour Sarason. Sarason's brother,
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When comparing these two theories in the context of academic performance, a majority of work supports distraction theories. One reason for this is that many of the skills performed in the classroom require heavy demands on working memory. However, there are different kinds of pressure situations.
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Anxiety reactions can be generalized from previous experiences to testing situations. Feelings of inadequacy, helplessness, anticipations of punishment or loss of status and esteem manifest anxiety responses. As well, the presence of an audience can debilitate the performance of high anxious test
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is specifically designed to measure test anxiety in children 8β12 years of age. It provides scores for three dimensions of test anxiety: "worrisome thoughts concerning failure (i.e. 'when I take tests, I worry about failing'), automatic reactions concerning students' general and specific somatic
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performance. There is also evidence that anxiety impairs both the inhibition and the shifting function. Therefore, this theory suggests that students high in test anxiety will have to allocate more resources to the task at hand than non-test anxiety students in order to achieve the same results.
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In support of this theory, there is strong evidence that anxiety largely impairs processing efficiency rather than performance effectiveness. Performance effectiveness refers to the quality of performance whereas processing efficiency refers to the amount of resources used to attain an effective
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Anxiety is defined as the "psychological mechanism whereby the current intensification of a dangerous drive results in the elicitation of defenses." George
Mandler and Seymour Sarason (1952), developed the theory that anxiety present in testing situations is an important determinant of test
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signs include headaches, stomach aches, nausea, diarrhea, excessive sweating, shortness of breath, light-headedness or fainting, rapid heartbeat and dry mouth. Test anxiety can also lead to panic attacks, in which the student may have a sudden intense fear, difficulty breathing, and extreme
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Test anxiety can also be labeled as anticipatory anxiety, situational anxiety or evaluation anxiety. Some anxiety is normal and often helpful to stay mentally and physically alert. When one experiences too much anxiety, however, it can result in emotional or physical distress, difficulty
304:. These theories state that high-pressure environments create a dual-task situation, in which the person's attention is divided between the task at hand and unhelpful thoughts about the situation and possible negative consequences of poor performance. Attention is an important part of
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if the child doesn't have a feeling or fear or failure or some sort of encouragement to perform well on the test, then the child is unlikely to put the necessary effort into preparing or being motivated when taking the test and so he or she will not perform to their fullest potential.
82:(GAD) and test anxiety. GAD is characterized by "trait anxiety" which results in a person experiencing high levels of stress across a wide range of situations. In contrast, people with test anxiety have a "state anxiety" which results in high levels of nervousness specific to testing.
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takers and increase the performance of low anxious test takers. Persons who score high on anxiety scales tend to describe themselves in negative, self-devaluing terms. Highly anxious test takers also blame themselves for their failure significantly more than low anxious test takers.
308:, which is the system that actively holds several pieces of relevant information in the mind while inhibiting irrelevant information. Working memory has a limited capacity, and the addition of stress and anxiety reduces the resources available to focus on relevant information.
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Researchers
Putwain, Woods & Symes (2010), found that a low academic self-concept was associated with higher worry and tension about their abilities to do well on a test. A student's metacognitive beliefs play an important role in the maintenance of negative self-beliefs.
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Research has accordingly found that tasks that rely heavily on working memory are the ones that suffer the most during pressure. Shortfalls in performance that are caused by test anxiety seem to be related to the extent to which the student has full access to their
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People who suffer from test anxiety are more likely to experience negative cognitions while in evaluative situations. Furthermore, test anxious persons have been found to bias their attention towards threatening and anxiety related stimuli more than nonemotional
127:β maladaptive cognitions. This includes catastrophic expectations of gloom and doom, fear of failure, random thoughts, feelings of inadequacy, self-condemnation, negative self-talk, frustration and comparing oneself unfavorably to others.
429:, while more recent offerings, such as that by Cassady & Johnson, emphasize cognitive processes. "Test anxiety" for these authors consists of physiological and mental processes, and impaired test performance is seen as the result.
343:, was hurt by monitoring pressure, but not outcome pressure. These findings indicate that performance is compromised in different ways depending on the type of task, and the types of pressure, and that both theories can be correct.
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Beilock, Sian L. Ramirez, Gerardo ; In: The psychology of learning and motivation (Vol 55): Cognition in education. Mestre, Jose P. (Ed.); Ross, Brian H. (Ed.); San Diego, CA, US: Elsevier
Academic Press, Vol 55, 2011. pp.
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found that performance on a rule-based task, that relies heavily on working memory, was impaired by outcome pressure, but not monitoring pressure, whereas performance on an information-integration task, which does not require
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sady, J.C. (2010). Test anxiety: Contemporary theories and implications for learning. In J.C. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 7-26). New York, NY: Peter
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The attentional control theory assumes that anxiety primarily affects attentional control, which is a key function of the central executive. Attentional control is the balance between the two attentional systems, the
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who found individuals' performances on a task showed a decrease in accuracy due to trait anxiety for individuals with low or average WM capacity, but did not significantly decrease for individuals with high WM.
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greater confidence in their test-taking skills, they are more likely to be comfortable and relaxed when the testing does occur. Having an intentional thinking strategy should help student performance improve.
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Symptoms of test anxiety can range from moderate to severe. "Students who exhibit moderate symptoms are still able to perform relatively well on exams. Other students with severe anxiety will often experience
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working memory resources. When working memory divides resources between the aversive cognitions and the task-relevant material, then the person's ability to use the relevant information on a test will suffer.
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Irwin G. Sarason, then contributed to early investigation of test anxiety, clarifying the relationship between the focused effects of test anxiety, other focused forms of anxiety, and generalized anxiety.
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indications of anxiety (i.e. 'when I take tests, my heart beats fast'), and off-task behaviours concerning nervous habits and distracting behaviours (i.e. 'when I take tests, I play with my pencil')"
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Bad physical symptoms include: headache, upset stomach, feeling of fear, feeling of dread, shortness of breath, sweating, pacing or fidgeting, crying, racing thoughts and blanking out.
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Vaez, M.; Laflamme, L. (2008). "Experienced stress, psychological symptoms, self-rated health and academic achievement: A longitudinal study of
Swedish university students".
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Lowe, P. A.; Ang, R. P. (2012). "Cross-cultural examination of test anxiety among US and
Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E)".
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Johnson, Dan R.; Gronlund, Scott D. (2009). "Individuals lower in working memory capacity are particularly vulnerable to anxiety's disruptive effect on performance".
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People who experience test anxiety often have parents or siblings who have test anxiety or other types of anxiety. Anxiety does seem to have some genetic components.
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Research shows that parental pressure is associated with greater worry, test irrelevant thoughts, and stronger bodily symptoms relating to anxiety during a test.
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Post-exposure sleep deprivation facilitates correctly-timed interactions between glucocorticoid and adrenergic systems which attenuate traumatic stress responses
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Sarason, I.G. Sarason, B.G. Pierce, G.R. (1995). Cognitive interference: At the intelligenceβpersonality crossroads. In D.H. Saklofske & M. Zeidner, (Eds.)
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to explain the effects of anxiety on working memory and on performance. In
Baddeley's theory, working memory (WM) consists of four components, one of them the
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Richard M. Piech, Maureen McHugo, Stephen D. Smith,Mildred S. Dukic, Joost Van Der Meer, Bassel Abou-Khalil, Steven B. Most and David H. Zald (October 2011).
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Putwain D.W., Best, N. (2011). Fear appeals in the primary classroom: effects on test anxiety and test grade. Learning and
Individual Differences, 21 580-584
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Eysenck, M. W., Santos, R., Derekshan, N., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional Control Theory. Emotion, 7(2), 336β352.
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psychological impacts. The routine practice of slow, Device-Guided Breathing (DGB) is a major component of behavioral treatments for anxiety conditions.
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Cognitive Obstruction/Inattention subscale assesses memory and attention difficulties and obstructed cognitions associated with test anxiety
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In general, people with higher working memory capacity do better on academic tasks, but this changes when people are under acute pressure.
178:. In order to be diagnosed as suffering from a social phobia, the DSM-IV states that the individual must present four different factors.
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Cassady, J. & Johnson, R. (2001). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270β295.
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Students also need to stay healthy in order to be able to deal with stress and anxiety. They need to eat healthy, and get enough sleep.
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Wren, Douglas G.; Benson, Jeri (2004). "Measuring test anxiety in children: Scale development and internal construct validation".
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Mandler, G. & Sarson, S. B. (1952). A study of anxiety and learning. Journal of Abnormal and Social Psychology, 47, 166-173
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Social Humiliation subscale measures fear associated with failing a test and being belittled or ridiculed by significant others
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DePhil, M.B., Brilot, B., Nettle, D. (2011). Anxiety: An Evolutionary Approach. Canadian Journal of Psychiatry, 56(12):707-715
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There are two main groups of attentional theories that attempt to explain compromised performance in pressured situations.
1903:"The effect of pressure on high- and low-working-memory students: An elaboration of the choking under pressure hypothesis"
38:, that occur before or during test situations. It is a psychological condition in which people experience extreme stress,
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Andrews, B.; Wilding, J. M. (2004). "The relation of depression and anxiety to life-stress and achievement in students".
1772:"Effects of Stress and Working Memory Capacity on Foreign Language Readers' Inferential Processing During Comprehension"
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334:, in which an individual's performance is influenced by the consequences of the testing results. In a study, DeCaro
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Ergene, T. (2003). Effective interventions on test anxiety reduction. School Psychology International, 24, 313β328
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Must show various attempts to avoid social or performance situation, or sometimes endure it but with extreme fear.
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Cassady, J.C. (2010). Test anxiety: Contemporary theories and implications for learning. In J.C. Cassady (Ed.),
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that has a number of tasks such as coordination of the temporary stores of phonological and visual information (
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Psychologists Liebert and Morris (1967) analyzed the structure of test anxiety given on two distinct factors:
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Derakshan, Nazanin; Eysenck, Michael W. (2009). "Anxiety, Processing Efficiency, and Cognitive Performance".
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Must experience a disruption to normal activities due to the avoidance or fear associated with the situation
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Manpreet K. Rai; Lester C. Loschky; Richard Jackson Harris; Nicole R. Peck; Lindsay G. Cook (March 2011).
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Test anxiety can be diagnosed using the Diagnostic and Statistical Manual-IV, under the classification of
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Pritchard, M. E.; Wilson, G. S. (2003). "Using emotional and social factors to predict student success".
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Physiological Hyperarousal subscale measures physical symptoms associated with the test-taking process.
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acknowledgement, or the student seeking help, the student may begin to feel helpless in the situation.
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elaborate upon the distraction theories and propose the attentional control theory. This theory uses
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On the interplay of emotion and cognitive control: Implications for enhancing academic achievement.
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Must show an immediate anxiety response when exposed to the feared social or performance situation.
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Sarason, I.G. (1960). "Empirical findings and theoretical problems in the use of anxiety scales".
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a marked and persistent fear of social or performance situations in which embarrassment may occur
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The assessment of anxiety in psychological experimentation: a theoretical reformulation and test
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The original research and development of the TAQ (Test Anxiety Questionnaire) was conducted by:
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425:, tended to focus on physiological and somatic features and on worry, commonly referred to as
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The study of the relationship between anxiety and performance can be understood by using the
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Worry subscale assesses negative thoughts and worries that adversely affect test performance.
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Baddeley, Alan (2013). "Working memory and emotion: Ruminations on a theory of depression".
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Mowbray, Tony (2012). "Working Memory, Test Anxiety and Effective Interventions: A Review".
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Personal and situational predictors of test anxiety of students in post-compulsory education
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853:"Developing of individual instrument performance anxiety scale: Validity-reliability study"
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330:, in which an individual's performance is impacted due to the presence of an audience, and
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1582:"Attentional capture by emotional stimuli is preserved in patients with amygdala lesions"
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Nelson, J.M.; Harwood, H. (2011). "Learning disabilities and anxiety: A meta-analysis".
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Cassidy, J & Johnson. R. (2001). Cognitive Test Anxiety and Academic Performance.
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Sarason, I.G. (1957). "Test anxiety, general anxiety, and intellectual performance".
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McDonald, A (2001). "The Prevalence and Effects of Test Anxiety in School Children".
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Wilbert J. Mckeachie and Marilla Svinicki's "Teaching Tips" 12th edition, pg. 110;
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Revlin, Russell. Cognition: Theory and Practice. New York, NY: Worth, 2013. Print.
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Anxiety in schools: The causes, consequences, and solutions for academic anxieties
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Sarason, I.G. (1959). "Intellectual and personality correlates of test anxiety".
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Hembree, R (1988). "Correlates, Causes, Effects and Treatment of Test Anxiety".
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Mandler, G.; Sarason, S. B. (1952). "A study of anxiety and learning".
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Ovadia-Blechman Z, Tarrasch R, Velicki M, Chalutz Ben-Gal H. (2022).
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Schematic of the four elements of Baddeley's model of working memory
139:β low self-esteem, depression, anger, and a feeling of hopelessness.
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Sarason, I.G. (1963). "Test anxiety and intellectual performance".
2125:"Reducing Test Anxiety by Device-Guided Breathing: A Pilot Study"
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BRAIN. Broad Research in Artificial Intelligence and Neuroscience
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Salend, S. J. (2012). "Teaching students not to sweat the test".
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Dalkiran, E.; Baltaci, H. Ε.; Karatas, Z.; Nacakci, Z. (2014).
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DeCaro MS, Thomas RD, Albert NB, Beilock SL (August 2011).
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Wine, J (1971). "Test anxiety and direction of attention".
1423:. Journal of Abnormal and Social Psychology, 62(3): 666-673
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Must have experienced the symptoms for at least six months.
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2185:. The Journal for Specialists in Group Work, 36(3):163-177
1498:"Choking under pressure: multiple routes to skill failure"
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Other causes of test anxiety may include fear of failure,
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Anxiety Among Elementary and Secondary School Students".
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The Australian Educational and Developmental Psychologist
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During states of excitement or stress, the body releases
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1178:. British Journal of Educational Psychology, 80, 137-160
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2130:. Frontiers in Psychology 23 (13), 2022. Archived from
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Ju Hyun Lee (1999). "Test anxiety and Working Memory".
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Brown University Counseling and Psychological Services
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International handbook of personality and intelligence
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International Journal of Assessment Tools in Education
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Perfectionist tendencies and unrealistic expectations
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Tackling Test Anxiety: A groups for college students
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955:Parviz Birjandi & Minoo Alemi (October 2010).
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350:
61:
1645:
1636:
1312:Anxiety Disorder Association of America
1159:
1086:(pp. 285-296). New York: Plenum Press.
1047:
1012:
977:
919:
815:
759:
704:
285:
222:Inadequate study and test-taking skills
2227:
1598:10.1016/j.neuropsychologia.2011.08.004
1561:
1478:
1145:
698:
669:
607:Journal of College Student Development
544:
346:
1371:
1099:(pp. 7-26). New York, NY: Peter Lang,
660:
434:Children's Test Anxiety Questionnaire
416:
214:Poor motivation or lack of confidence
57:
2181:Damer, D.E., Melendres, L.T (2011).
1900:
1432:
1325:
174:Social phobias are characterized by
16:Anxiety or stress triggered by exams
2084:
754:Contemporary Educational Psychology
300:A second group of theories are the
13:
2203:
2087:"Test anxiety: Can it be treated?"
1340:
1274:
1228:
1197:
555:Test anxiety: The state of the art
367:Baddeley's model of working memory
14:
2251:
2103:
1728:Journal of Experimental Education
421:Early scales, by authors such as
26:and somatic symptoms, along with
1791:10.1111/j.1467-9922.2010.00592.x
1305:
1111:Journal of Learning Disabilities
980:Journal of Consulting Psychology
211:, self-statements, and criticism
2197:
2188:
2175:
2166:
2116:
2097:
2078:
2042:
2007:
1989:
1946:
1894:
1845:
1763:
1754:
1719:
1573:
1469:
1426:
1413:
1391:
1365:
1334:
1299:
1248:
1222:
1191:
1181:
1089:
1076:
1041:
1006:
971:
948:
913:
877:
642:Social Behavior and Personality
707:Review of Educational Research
293:One group of theories are the
256:The other factor mentioned is
200:Obsessive compulsive disorders
78:There is a difference between
1:
2204:MD, Uma Naidoo (2018-03-14).
1871:10.1016/S1364-6613(00)01538-2
572:British Journal of Psychology
538:
470:
282:to impair their performance.
80:generalized anxiety disorders
2052:Psychoeducational Assessment
2028:10.1080/10615800412331292606
2016:Anxiety, Stress & Coping
1955:Anxiety, Stress & Coping
1858:Trends in Cognitive Sciences
1683:Review of General Psychology
1374:"Overcoming College Anxiety"
830:10.1080/01443410.2011.625625
461:
295:explicit monitoring theories
165:
7:
498:Fear of negative evaluation
493:Effects of stress on memory
486:
229:
10:
2256:
1831:10.1027/1016-9040.14.2.168
1347:The New York Times Company
1204:The New York Times Company
684:10.1177/003172171209300605
103:Test anxiety consists of:
1967:10.1080/10615800802291277
1740:10.1080/00220979909598354
795:10.1080/01443410020019867
719:10.3102/00346543058001047
654:10.2224/sbp.2008.36.2.183
143:
108:Physiological overarousal
2064:10.1177/0734282907303760
1343:"Causes of Test Anxiety"
1123:10.1177/0022219409359939
584:10.1348/0007126042369802
2106:"Managing Test Anxiety"
1852:Baddeley, A.D. (2000).
1419:Rosenwald, G.C (1961).
1277:"Test Anxiety Symptoms"
1260:Neuropsychopharmacology
1200:"Test Anxiety Symptoms"
518:Social anxiety disorder
1995:cf Charles Spielberger
1435:Psychological Bulletin
1235:The Nemours Foundation
922:Psychological Bulletin
818:Educational Psychology
783:Educational Psychology
557:. New York, NY: Plenum
391:stimulus-driven system
379:visuospatial sketchpad
356:
259:Cognitive Test Anxiety
240:Cognitive Test Anxiety
71:
1819:European Psychologist
870:10.21449/ijate.239569
619:10.1353/csd.2003.0008
354:
65:
503:Mathematical anxiety
387:goal-directed system
302:distraction theories
286:Attentional theories
131:Cognitive/Behavioral
68:University of Madras
2235:Situational phobias
2210:Harvard Health Blog
1660:10.1017/edp.2012.16
1401:. Muskingum College
553:Zeidner M. (1998).
423:Charles Spielberger
347:Attentional control
341:attentional control
328:monitoring pressure
1922:10.1111/bjep.12027
1372:Rodriguez, Diana.
1287:on 1 December 2011
1210:on 1 December 2011
417:Measurement scales
357:
275:Yerkes-Dodson Law,
72:
58:Signs and symptoms
1901:Wang, Z. (2013).
1779:Language Learning
1592:(12): 3314β3319.
1505:J Exp Psychol Gen
533:Category: Shyness
381:, respectively).
375:phonological loop
371:central executive
218:Stereotype threat
66:A student of the
2247:
2240:Education issues
2220:
2219:
2217:
2216:
2201:
2195:
2192:
2186:
2179:
2173:
2170:
2164:
2163:
2153:
2145:
2143:
2142:
2136:
2129:
2120:
2114:
2113:
2104:Downs, Cecilia.
2101:
2095:
2094:
2085:Sawchuk, Craig.
2082:
2076:
2075:
2046:
2040:
2039:
2011:
2005:
2002:
1996:
1993:
1987:
1986:
1950:
1944:
1943:
1933:
1907:
1898:
1892:
1891:
1873:
1849:
1843:
1842:
1814:
1795:
1794:
1776:
1767:
1761:
1758:
1752:
1751:
1723:
1717:
1716:
1705:10.1037/a0030029
1698:
1678:
1672:
1671:
1643:
1634:
1633:
1627:
1619:
1609:
1586:Neuropsychologia
1577:
1571:
1568:
1559:
1552:
1529:
1528:
1517:10.1037/a0023466
1502:
1493:
1476:
1473:
1467:
1466:
1447:10.1037/h0031332
1430:
1424:
1417:
1411:
1410:
1408:
1406:
1395:
1389:
1388:
1386:
1384:
1369:
1363:
1362:
1360:
1358:
1353:on 17 April 2012
1349:. Archived from
1341:Cherry, Kendra.
1338:
1332:
1329:
1323:
1322:
1320:
1318:
1303:
1297:
1296:
1294:
1292:
1283:. Archived from
1275:Cherry, Kendra.
1272:
1263:
1252:
1246:
1245:
1243:
1241:
1229:Lyness, D'Arcy.
1226:
1220:
1219:
1217:
1215:
1206:. Archived from
1198:Cherry, Kendra.
1195:
1189:
1185:
1179:
1172:
1157:
1154:
1143:
1142:
1106:
1100:
1093:
1087:
1080:
1074:
1073:
1062:10.1037/h0047059
1045:
1039:
1038:
1027:10.1037/h0042200
1010:
1004:
1003:
992:10.1037/h0043012
975:
969:
968:
952:
946:
945:
934:10.1037/h0041113
917:
911:
910:
899:10.1037/h0062855
881:
875:
874:
872:
863:(22374): 13β25.
848:
842:
841:
813:
807:
806:
778:
757:
750:
731:
730:
702:
696:
695:
672:Phi Delta Kappan
667:
658:
657:
637:
631:
630:
602:
596:
595:
567:
558:
551:
508:Anxiety disorder
332:outcome pressure
2255:
2254:
2250:
2249:
2248:
2246:
2245:
2244:
2225:
2224:
2223:
2214:
2212:
2202:
2198:
2193:
2189:
2180:
2176:
2171:
2167:
2147:
2146:
2140:
2138:
2134:
2127:
2121:
2117:
2102:
2098:
2083:
2079:
2047:
2043:
2012:
2008:
2003:
1999:
1994:
1990:
1951:
1947:
1905:
1899:
1895:
1864:(11): 417β423.
1850:
1846:
1815:
1798:
1774:
1768:
1764:
1759:
1755:
1724:
1720:
1696:10.1.1.400.9070
1679:
1675:
1644:
1637:
1621:
1620:
1578:
1574:
1569:
1562:
1553:
1532:
1500:
1494:
1479:
1474:
1470:
1431:
1427:
1418:
1414:
1404:
1402:
1397:
1396:
1392:
1382:
1380:
1378:Everyday Health
1370:
1366:
1356:
1354:
1339:
1335:
1330:
1326:
1316:
1314:
1304:
1300:
1290:
1288:
1273:
1266:
1253:
1249:
1239:
1237:
1227:
1223:
1213:
1211:
1196:
1192:
1186:
1182:
1173:
1160:
1155:
1146:
1107:
1103:
1094:
1090:
1081:
1077:
1046:
1042:
1011:
1007:
976:
972:
953:
949:
918:
914:
882:
878:
849:
845:
814:
810:
779:
760:
751:
734:
703:
699:
668:
661:
638:
634:
603:
599:
568:
561:
552:
545:
541:
489:
473:
464:
419:
349:
316:
313:
288:
232:
168:
153:procrastination
146:
125:Worry and dread
110:β often termed
60:
36:catastrophizing
32:fear of failure
17:
12:
11:
5:
2253:
2243:
2242:
2237:
2222:
2221:
2196:
2187:
2174:
2165:
2115:
2096:
2077:
2058:(3): 215β230.
2041:
2022:(3): 227β240.
2006:
1997:
1988:
1961:(2): 201β213.
1945:
1931:2027.42/106943
1893:
1844:
1825:(2): 168β176.
1796:
1785:(1): 187β218.
1762:
1753:
1734:(3): 218β240.
1718:
1673:
1654:(2): 141β156.
1635:
1572:
1560:
1530:
1511:(3): 390β406.
1477:
1468:
1425:
1412:
1390:
1364:
1333:
1324:
1308:"Test Anxiety"
1298:
1264:
1247:
1231:"Test Anxiety"
1221:
1190:
1180:
1158:
1144:
1101:
1088:
1075:
1040:
1021:(2): 272β275.
1005:
986:(6): 485β490.
970:
947:
928:(5): 403β415.
912:
893:(2): 166β173.
876:
843:
824:(1): 107β126.
808:
758:
732:
697:
659:
648:(2): 183β196.
632:
597:
578:(4): 509β521.
559:
542:
540:
537:
536:
535:
530:
528:Camera shyness
525:
520:
515:
513:Social anxiety
510:
505:
500:
495:
488:
485:
472:
469:
463:
460:
459:
458:
455:
452:
449:
418:
415:
348:
345:
320:working memory
306:working memory
287:
284:
231:
228:
227:
226:
223:
220:
215:
212:
205:
202:
193:
192:
189:
186:
183:
172:social phobia.
167:
164:
145:
142:
141:
140:
134:
128:
122:
59:
56:
15:
9:
6:
4:
3:
2:
2252:
2241:
2238:
2236:
2233:
2232:
2230:
2211:
2207:
2200:
2191:
2184:
2178:
2169:
2161:
2157:
2151:
2137:on 2022-10-09
2133:
2126:
2119:
2111:
2107:
2100:
2092:
2088:
2081:
2073:
2069:
2065:
2061:
2057:
2053:
2045:
2037:
2033:
2029:
2025:
2021:
2017:
2010:
2001:
1992:
1984:
1980:
1976:
1972:
1968:
1964:
1960:
1956:
1949:
1941:
1937:
1932:
1927:
1923:
1919:
1915:
1911:
1904:
1897:
1889:
1885:
1881:
1877:
1872:
1867:
1863:
1859:
1855:
1848:
1840:
1836:
1832:
1828:
1824:
1820:
1813:
1811:
1809:
1807:
1805:
1803:
1801:
1792:
1788:
1784:
1780:
1773:
1766:
1757:
1749:
1745:
1741:
1737:
1733:
1729:
1722:
1714:
1710:
1706:
1702:
1697:
1692:
1688:
1684:
1677:
1669:
1665:
1661:
1657:
1653:
1649:
1642:
1640:
1631:
1625:
1617:
1613:
1608:
1603:
1599:
1595:
1591:
1587:
1583:
1576:
1567:
1565:
1556:
1551:
1549:
1547:
1545:
1543:
1541:
1539:
1537:
1535:
1526:
1522:
1518:
1514:
1510:
1506:
1499:
1492:
1490:
1488:
1486:
1484:
1482:
1472:
1464:
1460:
1456:
1452:
1448:
1444:
1441:(2): 92β104.
1440:
1436:
1429:
1422:
1416:
1400:
1394:
1379:
1375:
1368:
1352:
1348:
1344:
1337:
1328:
1313:
1309:
1302:
1286:
1282:
1278:
1271:
1269:
1262:37; 2388β2404
1261:
1257:
1251:
1236:
1232:
1225:
1209:
1205:
1201:
1194:
1184:
1177:
1171:
1169:
1167:
1165:
1163:
1153:
1151:
1149:
1140:
1136:
1132:
1128:
1124:
1120:
1116:
1112:
1105:
1098:
1092:
1085:
1079:
1071:
1067:
1063:
1059:
1055:
1051:
1044:
1036:
1032:
1028:
1024:
1020:
1016:
1009:
1001:
997:
993:
989:
985:
981:
974:
966:
962:
958:
951:
943:
939:
935:
931:
927:
923:
916:
908:
904:
900:
896:
892:
888:
880:
871:
866:
862:
858:
854:
847:
839:
835:
831:
827:
823:
819:
812:
804:
800:
796:
792:
789:(1): 89β101.
788:
784:
777:
775:
773:
771:
769:
767:
765:
763:
756:, 27, 270-295
755:
749:
747:
745:
743:
741:
739:
737:
728:
724:
720:
716:
712:
708:
701:
693:
689:
685:
681:
677:
673:
666:
664:
655:
651:
647:
643:
636:
628:
624:
620:
616:
612:
608:
601:
593:
589:
585:
581:
577:
573:
566:
564:
556:
550:
548:
543:
534:
531:
529:
526:
524:
521:
519:
516:
514:
511:
509:
506:
504:
501:
499:
496:
494:
491:
490:
484:
481:
477:
468:
456:
453:
450:
447:
446:
445:
443:
438:
435:
430:
428:
424:
414:
411:
406:
403:
398:
394:
392:
388:
382:
380:
376:
372:
368:
364:
361:
353:
344:
342:
337:
333:
329:
323:
321:
309:
307:
303:
298:
296:
291:
283:
279:
276:
271:
267:
263:
261:
260:
254:
251:
250:
245:
241:
236:
224:
221:
219:
216:
213:
210:
206:
203:
201:
198:
197:
196:
190:
187:
184:
181:
180:
179:
177:
173:
163:
160:
156:
154:
149:
138:
135:
132:
129:
126:
123:
119:
115:
114:
109:
106:
105:
104:
101:
99:
94:
91:
89:
88:panic attacks
83:
81:
76:
69:
64:
55:
51:
47:
45:
41:
37:
33:
29:
25:
21:
2213:. Retrieved
2209:
2199:
2190:
2177:
2168:
2139:. Retrieved
2132:the original
2118:
2109:
2099:
2090:
2080:
2055:
2051:
2044:
2019:
2015:
2009:
2000:
1991:
1958:
1954:
1948:
1913:
1909:
1896:
1861:
1857:
1847:
1822:
1818:
1782:
1778:
1765:
1756:
1731:
1727:
1721:
1686:
1682:
1676:
1651:
1647:
1624:cite journal
1589:
1585:
1575:
1508:
1504:
1471:
1438:
1434:
1428:
1415:
1403:. Retrieved
1393:
1381:. Retrieved
1377:
1367:
1355:. Retrieved
1351:the original
1346:
1336:
1327:
1315:. Retrieved
1311:
1301:
1289:. Retrieved
1285:the original
1280:
1259:
1250:
1238:. Retrieved
1234:
1224:
1212:. Retrieved
1208:the original
1203:
1193:
1183:
1114:
1110:
1104:
1096:
1091:
1083:
1078:
1053:
1049:
1043:
1018:
1014:
1008:
983:
979:
973:
964:
960:
950:
925:
921:
915:
890:
886:
879:
860:
856:
846:
821:
817:
811:
786:
782:
713:(1): 47β77.
710:
706:
700:
678:(6): 20β25.
675:
671:
645:
641:
635:
610:
606:
600:
575:
571:
554:
523:Stage fright
482:
478:
474:
465:
441:
439:
433:
431:
427:emotionality
426:
420:
409:
404:
402:Sian Beilock
399:
395:
390:
386:
383:
362:
358:
335:
331:
327:
324:
310:
301:
299:
294:
292:
289:
280:
274:
272:
268:
264:
258:
257:
255:
249:Emotionality
248:
247:
244:Emotionality
243:
239:
237:
233:
194:
175:
171:
169:
161:
157:
150:
147:
136:
130:
124:
113:emotionality
111:
107:
102:
95:
92:
84:
77:
73:
52:
48:
28:worry, dread
20:Test anxiety
19:
18:
2091:Mayo Clinic
1916:(2): 1β13.
1117:(1): 3β17.
209:self-esteem
121:discomfort.
2229:Categories
2215:2018-10-14
2141:2022-07-27
539:References
471:Management
98:adrenaline
2072:143100124
1713:146937622
1691:CiteSeerX
1689:: 20β27.
1668:144367873
1281:About.com
1056:: 73β75.
838:146529864
803:144222364
692:144098336
613:: 18β28.
462:Treatment
326:There is
207:Negative
166:Diagnosis
137:Emotional
2150:cite web
2036:19022641
1983:25492130
1975:18785033
1940:24164334
1888:14333234
1880:11058819
1839:17683537
1748:20152597
1616:21884712
1525:21574739
1357:24 April
1317:26 April
1291:24 April
1214:26 April
1139:25623149
1131:20375288
1070:13991467
1035:14441705
1000:13481208
967:(4): 45.
942:13746471
907:14937950
727:27947882
627:16769612
592:15527535
487:See also
315:stimuli.
230:Theories
1607:3192286
1558:140-141
1463:3826188
1455:4937878
1405:8 April
1383:4 April
1240:4 April
360:Eysenck
118:Somatic
40:anxiety
24:tension
2070:
2034:
1981:
1973:
1938:
1886:
1878:
1837:
1746:
1711:
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