American schools face pressure to increase their students' test scores. Research reports have shown American students to be particularly stressed over test taking partially because of other outside interests in their lives that also take up time. This paper offers tips to help students relieve stress arising from the testing situation. Students…

The search for a reliable measure of anxiety constitutes the basis for the research discussed in this report. Possible influences on responses to self-report questionnaires are discussed and "Unwitting Defensiveness" is stressed as being one of the main contaminants of anxiety measurement. The test procedure used on successful and unselected…

This study examined the level of test anxiety of adolescent children of divorced parents. It suggests such anxiety is a possible explanation of the lower scholastic achievement of such children. Results indicated children of divorced parents had significantly higher anxiety scores than did children of intact families. (Author/BSR)

Used a thought-listing procedure to investigate the extent to which students' (N=207) thoughts differ as a function of test anxiety, past achievement, and the points at which they are assessed. Results showed that high-test-anxious students were less positive about tests and viewed tests as more active and potent. (LLL)

Evaluated the role of intelligence in the selection of a coping strategy by undergraduate students in test situations (N=50). Results showed that intelligence was related to the selection of a predominant coping strategy and that identification of patterns of coping styles was more useful than one predominant style. (LLL)

Literature generated by Liebert and Morris's two-component conceptualization of test anxiety, and other related theoretical and research programs are reviewed. Recent advances in assessment are noted and a revised worry-emotionality questionnaire is presented, along with the factor-analytic evidence on which it is based. (Author/GK)

Studied use of electromyographic (CMG) biofeedback to increase efficacy of cue-controlled relaxation training in treatment of test anxiety. Results indicated cue-controlled relaxation was effective in increasing test performance for test-anxious subjects. EMG biofeedback did not contribute to effectiveness. Self-report measures of anxiety are…

Presents a study aimed at using qualitative research models to examine the nature and etiology of statistics anxiety among graduate students (N=21) from various non-statistical disciplines. Suggests that statistics anxiety occurs when an individual experiences anxiety as a result of encountering statistics in any form at any level. Contains 32…

Studied college students' organization of concepts related to emotions and their regulation during test taking and whether students with test anxiety have a different conceptual organization about test taking. Results with 78 and 76 students show that for students with low and moderate test anxiety, the organizational scheme for the selected…

Describes a reviewing method instructors in foreign language classes can use to help their students better prepare for final exams, thus reducing fear and anxiety. (GLR)

Describes a week of testing 28 second graders. Points out how much classroom time testing consumes, how frustrating it is for teachers, and how emotionally trying it is for young students and their families. Maintains that all children operate at different developmental levels in different skills and should not be compared to each other. (MLF)

Finds that, for students with high test anxiety, support from people outside of class is positively related to exam grades, and support from peers in class is negatively related to exam grades; however, for students with low test anxiety the reverse is true. (SR)

Test anxiety manifests itself through physiological, emotional, and psychological processes. Teachers can help adult learners by emphasizing cooperation, not competition; continuous assessment, not end-of-course exams; ongoing profiles, not summative reports; and feedback rather than grades. (SK)

Examines coping responses in a female college population by focusing on a common definable stressful situation experienced by all students: final exam week. Identifies the coping responses that differentiate between freshmen students and the more experienced juniors and seniors. (MKA)

Discusses several of the strategies used to reduce math anxiety. Among the suggested strategies are using a first-day classroom card to obtain relevant information about the student, various study strategies including a journal of study habits and the spiraling technique for homework, and practicing at home under simulated test conditions. Color…