The "Test Anxiety Scale for Children" and the "Lie Scale for Children" were administered to 60 children, half of whom were defined by schools as learning disabled (LD). LD subjects were more anxious than the nondisabled, and their test anxiety was significantly related to reading and mathematics achievement scores. (Author)

This long-awaited third edition has been expanded to 90 warm-up items and two complete practice tests. Also included are 240 diagnostic and review items to assist candidates in preparing for the National Council for Therapeutic Recreation Certification's national certification examination for therapeutic recreation specialists. The "Study…

A rationale is presented for using a coping-skills training approach with college students who face important environmental demands. Two case examples of college students suffering from test anxiety illustrate the effectiveness of brief therapy approaches in teaching coping skills. (Author/CJ)

Compared effects of relaxation as self-control and a self-control variant of systematic desensitization in reducing targeted (test anxiety) and nontargeted anxieties with those of wait-list and no-treatment expectancy controls. Groups given relaxation as self-control and modified desensitization reported less debilitating test anxiety than…

Research into the effectiveness of open-book examinations has shown that they reduce test anxiety and the need to memorize factual information. An investigation into the effect of using open books in an English literature examination showed that students acquired higher levels of attainment than those who took a traditional test. (SK)

The Sarason Test Anxiety Scale was administered to students immediately after a course examination and to other students after a regular class period. A significant relationship between test anxiety and examination scores was obtained for the former group, and no significant relationship was found when intelligence was partialed out. (Author)

Locus of control subjects estimated their outcomes for two term exams and final grades. Internals' estimates and actual outcomes were higher than those of externals . Internals' estimates from the first to second exam were characterized by more typical expectancy shifts demonstrating greater responsiveness to initial performance feedback.…

For test anxious subjects, both forms of anxiety management training (AMT) significantly reduced test anxiety compared with controls. For speech anxious subjects, both forms of AMT reduced speech anxiety; however, heterogeneous AMT lowered it more than homogeneous AMT. (Author/BEF)

The use of relaxation training in combination with imagery and practice examinations was considered as a treatment for controlling test anxiety among four university students. Subjective reports and state-anxiety scores indicated the treatment was beneficial. (Author)

Pre- and postcourse responses from 166 business students confirmed that test-taking and lack of understanding of statistics were the highest sources of anxiety. Statistics course grade was influenced by math anxiety and computer experience. At course end, the greatest improvement was seen in understanding statistics; test anxiety was reduced…

This paper describes the PEACEful assessment process for testing anxious gifted children. Steps include: (1) Preparing the test setting; (2) Encouraging the child's exploration; (3) Acclimating the child to the testing process; (4) Conducting calm and unhurried assessments; and (5) Evaluating and adapting interactions with the child. A case study…

Investigated cognition in children with high, moderate, and low test anxiety under naturalistic test-taking conditions. Children with high test anxiety not only reported more negative self-evaluations and more off-task thoughts but also more on-task and coping thoughts. No "task-facilitating" role for these on-task and coping cognitions…

Finds that advance organizers and level of test anxiety had no effect on test performance of mildly handicapped high school students who took a learning test after viewing a film. (SR)

Tested whether positive reframing could reduce worry and improve arithmetic test performance of highly test anxious third and fourth graders (n=60). Found that type of instruction (neutral, reassuring, or positive reframing) had no significant effect upon subsequent test performance. Both high and low test anxious children who received positive…

Assigned 121 test-anxious college students to 1 of 4 conditions: telephone-contact; no-contact, stress-inoculation bibliotherapy; telephone-contact, wait-list control; and no-contact, wait-list control. Two experimental conditions were superior to control conditions in reducing subjective anxiety; telephone-contact and no-contact conditions were…