2.9 Test Anxiety

Question 1

How is test anxiety different from normal anxiety?

Answer 1

Test anxiety = situation-specific personality trait
Anxiety = can be state or trait.

Question 2

define test anxiety

Answer 2

• trait-like tendency to appraise performance evaluative situations as threatening and react with elevated state anxiety

Question 3

What are the 2 components of test anxiety?

Answer 3

1. affective-physiological
2. cognitive

Question 4

Stats on test anxiety

Answer 4

• 25% to 40% in population
• high test anxiety = 12-18%
• higher prevalence for women and ethnic minorities
• some cultural differences; linked to competitive, individualized cultures

Question 5

How does test anxiety effect cognitive performance?

Answer 5

• deficits in information processing during encoding, processing and retrieval of info
• increase in emotional arousal
• worry about failing, cognitive interference and prone to distraction = decrease of attentional focus
• larger effects on low ability students

Question 6

How does test anxiety effect MHWB

Answer 6

• more negative self-perception (threat to ego)
• related to low subjective wellbeing
• can be a risk factor for more severe forms of anxiety
• Study on adolescent suicide; pressure from exams named as cause in 15% of cases, academic pressure 27%

Question 7

What are moderating factors (increasing negative relationship) between test anxiety and performance?

Answer 7

1. evaluative settings
2. speeded time conditions
3. negative feedback
4. difficulty of task

Question 8

What are moderating factors (decreasing negative relationship) between test anxiety and performance?

Answer 8

1. structured settings
2. social support
3. provision of reassurance

Question 9

What are two determinants of test anxiety?

Answer 9

Personal factors and situational factors

Question 10

Name two components of personal factors affecting test anxiety?

Answer 10

• genetics/biological predisposition
• Primary socialization

Question 11

evidence for personal factors affecting test anxiety

Answer 11

• twin study = 50% of variance in anxiety accounted for by genetic factors
• diathesis stress model = interaction between genetic factors and environment
• negative parental control/ parenting style
• parental aversiveness/lack of warmth

Question 12

Name 4 components of Situational factors affecting test anxiety

Answer 12

• social reference group
• group reference norms
• competitive environment
• perceived control

Question 13

Further explain social reference group

Answer 13

• social comparison affects self-perception
• if ur in a group where everyone is the same e.g. high ability = higher TA
• mixed ability = lower TA as u may do better than others

Question 14

further explain group reference norms

Answer 14

• group reference norms = being compared to others
• this has negative impact on students’ motivation and self perception
• individual reference norms better - highlights progress

Question 15

further explain what a competive environment means for test anxiety?

Answer 15

• focus on outperforming and competing with others highlights failures
• better to focus on own mastery

Question 16

further explain perceived control

Answer 16

• allows for adjustment to external events (e.g. choosing which question to answer)

Question 17

What are two ways to measure test anxiety

Answer 17

• Spielberger’s Test Anxiety Inventory (TAI)
• Sarason’s Test Anxiety Scale

Question 18

What is Sarason’s Test Anxiety Scale

Answer 18

• 27 items (T/F)
• higher score = higher test anxiety

Question 19

What are three ways to intervene with test anxiety?

Answer 19

1. emotion-focused interventions
2. cognitive-focused interventions
3. study skills interventions

Question 20

What is emotion-focused intervention and how effective is it?

Answer 20

• aim too reduce arousal
• explain anxiety, various relaxation methods
• guided imagery, etc.
• on own, little effect

Question 21

What is cognitive-focused intervention and how effective is it?

Answer 21

• aim to reduce worry and irrational thoughts
• understanding what triggers it
• modification of maladaptive cognitions
• practice positive thinking about test situations
• attention focus skills
• effective

Question 22

What is study skills intervention and how effective is it?

Answer 22

• aim improve student study and test-taking skills
• time management training, goal setting, study plans, effective study strat, strategies for test itself
• positive impact on cognitive performance
• work best when embedded in cognitive behavioral programmed

Question 23

What does the Yerkes-Dodson law say?

Answer 23

optimal performance needs some anxiety, too much or too little not good