Test Anxiety



Table of Content

Introduction3

Background of the Study4

Significance of the Study5

Students6

Faculty6

Patients6

Problem Statement7

Research Questions and Hypotheses8

Research Question 1:8

Research Question 2:8

Null Hypothesis 28

Discussion and Analysis9

Theories of Anxiety9

Features Anxiety Response10

Physiological Characteristics10

Features Motor11

Cognitive features11

Exam Anxiety12

Researching the Test Anxiety and Academic Performance13

Relaxation Techniques as a Solution to Reduce Test Anxiety14

Methodology15

Research Question 116

Research Question 216

Research Design and Methodology16

Population/Sample17

Data Analysis Procedures18

Summary19

Ethical Issues21

Conclusion21

Appendix27

Test Anxiety

Introduction

Anxiety, excessive activity, conflicts family, social relationships, school problems, the stress, are factors that many times do significantly reduce our ability to remember and concentrate to the point that if some of those moments ask us about what we are doing, listening or studying, we would be so perplexed that we would get at most only open his mouth without uttering a word (Spielberger & Vagg, 1995).

In upcoming dates for exams or during them, the degree of anxiety and stress physical and mental health can be increased so that even we block, staying with "blank mind" when most needed. Examinations or tests are used to measure the knowledge and skills of a student. Often, the result of a test does not give a clear picture of student knowledge, by anxiety experienced when taking a test. Young people get very anxious about going to take a test, convince themselves that they will lose. They panic because the questions on the exam are not the same that they studied.

Intense feelings of stress related to the testing situation. Moderate amounts of stress can be facilitative, leading students to study, take notes, read and research, attend class lectures or activities, and concentrate during the testing procedure. Facilitative anxiety is commonly linked to state anxiety, or specific event-related stress. With state test anxiety, the tension vanishes when the test-related activities end. After studying, a person with state anxiety can usually do other things, with no adverse effects. During class, moderate state anxiety leads a student to focus rather than to be off-task. During the test, moderate state anxiety directs the student's attention to reading carefully, proofreading, and other positive testing strategies (Endler & Parker, 1994). After the test, the anxiety disappears because the “state,” or impetus for stress, has been removed.

Debilitating stress related to test taking, on the other hand, focuses on the negative aspects of testing. Fear of failure can block concentration during class activities, studying, and testing. This severe performance anxiety causes a person to focus on the results and the possible negative repercussions rather than on the content and preparation (Cohen & Kanter, 2004). Debilitative test anxiety is sometimes associated with more general trait anxiety or a constant fear or anxiety in life. This sort of test anxiety is sometimes found in perfectionists and others who need a strong sense of control in their world.

There are well-researched interventions for those with individuals experiencing test anxiety. Teachers give students helpful strategies for studying and test taking. Students learn relaxation techniques to help them concentrate. Students may be referred for group or individual therapeutic intervention to relieve and manage test anxiety (Chapell & McCann, ...