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"Test Anxiety"
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The big test
Mrs. Hartwell is concerned that preparing her students to take the Big Test is only making them nervous, and so she thinks of a way to help them relax.
Book
Psychobiotic Lactobacillus plantarum JYLP-326 relieves anxiety, depression, and insomnia symptoms in test anxious college via modulating the gut microbiota and its metabolism
Test anxiety is a common issue among college students, which can affect their physical and psychological health. However, effective interventions or therapeutic strategies are still lacking. This study aims to evaluate the potential effects of
JYLP-326 on test anxious college students.
Sixty anxious students were enrolled and randomly allocated to the placebo group and the probiotic group. Both groups were instructed to take placebo and JYLP-326 products twice per day for three weeks, respectively. Thirty unanxious students with no treatments were assigned to a regular control group. The anxiety, depression, and insomnia questionnaires were used to measure students' mental states at the baseline and the end of this study. 16S rRNA sequencing and untargeted metabolomics were performed to analyze the changes in the gut microbiota and fecal metabolism.
The questionnaire results suggested that JYLP-326 administration could relieve the symptoms of anxiety, depression, and insomnia in test anxious students. The gut microbiomes of the placebo group showed a significantly greater diversity index than the control group (p < 0.05). An increased abundance of
and
at the genus level was observed in the placebo group, and the relative abundance of
and
decreased. Whereas, JYLP-326 administration could partly restore the disturbed gut microbiota. Additionally, test anxiety was correlated with disordered fecal metabolomics such as a higher Ethyl sulfate and a lower Cyclohexylamine, which could be reversed after taking JYLP-326. Furthermore, the changed microbiota and fecal metabolites were significantly associated with anxiety-related symptoms.
The results indicate that the intervention of
JYLP-326 could be an effective strategy to alleviate anxiety, depression, and insomnia in test anxious college students. The potential mechanism underlying this effect could be related to the regulation of gut microbiota and fecal metabolites.
Journal Article
Aleca Zamm is a wonder
Aleca Zamm is ordinary compared with her sister and friends until her tenth birthday, when she discovers she can stop time just by saying her name, which could cure her test anxiety.
Book
Reducing Test Anxiety: A Randomized Controlled Pilot Study of Evening Bright Light Exposure in University Students
Background: University students often experience high levels of stress and anxiety during exam periods, adversely affecting their well‐being and academic performance. This study investigated the short‐term effects of evening bright light (BL) exposure on several psychophysiological stress measures during exam preparation. Methods: In this preregistered randomized controlled pilot study, 35 university students were assigned either to an intervention group exposed to BL (1500 lx, 4000 K; n = 18) or a control light (CL) group with standard lighting (100 lx, 3000 K; n = 17) for 4 h over five consecutive evenings. Outcomes included questionnaires (test anxiety, general anxiety, psychological distress), cognitive performance (2‐back, go‐/no‐go task [GNT]), physiological stress (heart rate variability [HRV]), and subjective and objective sleep quality measures (actigraphy). Results: The BL group showed significant reductions in test anxiety by the last evening. Both groups improved in working memory performance over time. HRV analysis revealed mixed results, with some indications of reduced stress in the BL group on the first day. No adverse effects of evening BL were found on sleep parameters, and participants reported significantly higher satisfaction with the BL exposure. Conclusions: Evening BL exposure during exam preparation may help reduce test anxiety without significantly disrupting sleep. Although cognitive performance effects were limited, the perceived usefulness suggests that BL could be a well‐accepted supportive measure for students during stressful academic periods. Further research is needed to optimize light‐based interventions for student well‐being.
Journal Article
Bad Kitty takes the test
Because of a recent string of embarrassing behavior, Kitty's cat license has been revoked and she must take a test to get it back so she can still be a cat.
Book
Impact of cognitive-behavioral therapy and mindfulness-based stress reduction in mitigating test anxiety and enhancing academic achievement among vocational education students at Nigerian universities
Background
The inclusion of behavioral therapy and stress reduction techniques among vocational students of the Nigerian universities is crucial for enhancing their practical skill acquisition and career prospects in challenging academic scenarios. This study explored the combined effects of cognitive-behavioral therapy and mindfulness-based stress reduction in reducing test anxiety among business education students in a measurement and evaluation course.
Methods
Employing a randomized control trial with a pretest-posttest design, the research draws responses from 483 students from two universities in Southeast Nigeria. The participants were randomly assigned to either the treatment or waitlist control groups on the basis of set inclusion criteria. Data collection was conducted via four different instruments, and the treatment group participated in a Cognitive-Behavioral Therapy and Mindfulness-Based Stress Reduction
(
CBT-MBSR) program. Evaluations of both groups were conducted at three different stages: before the intervention, immediately after the intervention, and during the follow-up period. Analysis was carried out via repeated-measures ANOVA and multivariate analysis of covariance (MANCOVA).
Results
The results indicated that TVET students who underwent the CBT-MBSR intervention had significantly lower post-treatment test anxiety scores than those in the wait-list control group. The intervention also had a significant multivariate effect on reducing test anxiety, improved mindfulness, students’ academic achievement, and their well-being (F value = 1168.52 (
p
=.001, η² = 0.752).
Conclusion
This study assessed the efficacy of CBT with MBSR in reducing test anxiety, improving academic performance, and increasing well-being among students in TVET settings. The study revealed how CBT helped reduce test anxiety, thereby improving students’ academic performance through increasing their concentration. Thus, this study provides fresh knowledge on how to improve psychological well-being and educational performance by introducing a new method of combining MBSR and CBT, which enriches the literature with a dual-modality approach that helps students reduce their anxieties and fosters their personal growth. This study has practical implications for university administrators, educators, and researchers and offers several recommendations.
Clinical Trial Number
Not applicable.
Journal Article
The Screen for Child Anxiety Related Emotional Disorders (SCARED): Informant Discrepancy, Measurement Invariance, and Test–Retest Reliability
The Screen for Child Anxiety Related Emotional Disorders (SCARED) is a measure widely used to assess childhood anxiety based on parent and child report. However, while the SCARED is a reliable, valid, and sensitive measure to screen for pediatric anxiety disorders, informant discrepancy can pose clinical and research challenges. The present study assesses informant discrepancy, measurement invariance, test–retest reliability, and external validity of the SCARED in 1092 anxious and healthy parent–child dyads. Our findings indicate that discrepancy does not vary systematically by the various clinical, demographic, and familial variables examined. There was support for strict measurement invariance, strong test–retest reliability, and adequate external validity with a clinician-rated measure of anxiety. These findings further support the utility of the SCARED in clinical and research settings, but low parent–child agreement highlights the need for further investigation of factors contributing to SCARED informant discrepancy.
Journal Article
Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities
This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically developing students, 54 students with typical-functioning SLD, and 51 students with high-functioning SLD. Our results indicated that the high-functioning SLD group reported significantly lower levels of trait anxiety and test anxiety compared to both the typically developing and typical-functioning SLD groups. The typical-functioning SLD group exhibited the highest levels of test anxiety. Mediation analyses revealed that test anxiety significantly mediated the relationship between trait anxiety and academic performance in the high-functioning SLD group, while only a direct effect of trait anxiety on academic performance was found in the typical-functioning SLD group. No significant direct or indirect effects were found in the typically developing group. Our findings highlight distinct anxiety profiles and differential patterns of direct and indirect effects of trait anxiety on academic performance among Chinese undergraduates with high-functioning SLD, typical-functioning SLD, and typical development.
Journal Article
Differential responses of salivary cortisol, amylase, and chromogranin A to academic stress
Salivary biomarkers have been widely used to help diagnose stress, anxiety, and/or depression. This study aimed to compare the responses of three commonly investigated salivary stress biomarkers that represent the hypothalamic-pituitary-adrenal activity (cortisol; sCort) and the sympathetic activity (alpha-amylase; sAA and chromogranin A; sCgA), using academic oral presentation as a model of stress. Twenty postgraduate dental students attended the seminar class as presenter and audience. The presenters’ performances were evaluated by the instructors suggesting more stress than the audience. The saliva was collected two times: before attending class and after an academic presentation (for presenters) or during the class (for audience). The pulse rates (PR) were also recorded. The results showed that the levels of all three biomarkers, as well as PR, were significantly higher in the presenter group compared with the audience group; however, the changes were most prominent with sCort and sAA (99.56 ± 12.76% for sCort, 93.48 ± 41.29% for sAA, 16.86 ± 6.42% for sCgA, and 15.06 ± 3.41% for PR). When compared between pre-post presentation, the levels of sCgA were not different, while those of sCort and sAA were significantly increased. These results suggest more sensitive reactivity to academic stress of sCort and sAA compared with sCgA and that the response of sCgA did not necessarily follow sAA pattern even though both are claimed to reflect the sympathetic activity. More studies are needed to elucidate the roles of sCgA in stress.
Journal Article
Academic Stress in the Final Years of School: A Systematic Literature Review
Heightened academic stress in the final years of schooling is a common concern, yet little is known about how stress changes over time and what individual, school and family factors are associated with distress. We conducted a systematic review to examine the nature of distress in students in their final two years of secondary school. Sixty studies were eligible for inclusion. The main findings indicated severity of distress differed across the 17 countries sampled and measures used. There was some consistencies suggesting about 1 in 6 students experienced excessive distress. Female gender and anxiety proneness were consistently associated with increased distress, and freedom from negative cognitions with reduced distress. There was some evidence that individual characteristics (perfectionism, avoidance, coping, self-efficacy, resilience), lifestyle (sleep, homework), school, family and peer connectedness were associated with distress. Overall at-risk students can be predicted by theoretical models of anxiety and distress targeted with psychological interventions.
Journal Article