The effects of test anxiety on reading comprehension were studied in two experiments. In the first experiment, 75 college students completed a test anxiety scale and the McGraw-Hill Basic Skills System reading comprehension subtest. The low anxious students in this experiment showed higher reading comprehension than the high anxious students. In…

Two groups of college students participated in test-anxiety reduction programs at a Learning Resource Center. One group (six students) participated in systematic desensitization procedures and the other group (17 students) was exposed to study skills methods of reducing test anxiety. Students in both groups were pretested and posttested with the…

The reliability and validity of the Mathematics Anxiety Rating Scale was investigated on two samples of undergraduates. The results support the reliability and validity of the instrument. (JKS)

Preliminary findings concerning crib card examinations, in which students bring their own notes for use during testing, show that while crib card test results were similar to those from traditional examinations, students' anxiety was reduced, and testing time was saved, claims that the cards may enhance learning were not substantiated. (MSE)

Outlines theoretical assumptions and research base for rational restructuring, cognitive-behavioral intervention procedure for reducing certain anxiety-related disorders, such as various forms of social-evaluative anxiety (social anxiety, unassertiveness, public speaking, test anxiety). Describes intervention procedures within consultation session…

The use of one specific ego-enhancing hypnotic approach, a technique that employs a conditioned "trigger," the clenched fist, to facilitate the changing of troublesome emotional states, is described. Forty first-year university students were the subjects of the study. (MLW)

Evaluated effectiveness of psychodynamic subliminal stimulation in reducing anxiety and facilitating performance on cognitive task, as compared to effectiveness of social support strategy. Results from 20 "high test anxious" college students suggest lack of robustness of effects obtained with either approach. (Author/NB)

The impact of test anxiety on test performance and the cognitive appraisals of test-anxious students were explored. The pattern of students' anxiety and appraisals suggests that test-anxious students experience most doubt and concern in the term. (Author/LMO)

Presents a review of the professional literature which strongly supports the inclusion of group counseling or study skills training along with group-based cognitive or behavioral interventions as a combined approach to the treatment of test anxiety. (Author)

Briefly discusses current views of the way anxiety decreases students' learning from instructional software and describes ways software designers might compensate for the learning problems of anxious students. (MBR)

Explored the interaction between objectives or placebo objectives and test anxiety level on college students' (N=135) academic achievement and state anxiety level. Analyses of data indicated that there were no significant interactions, and the objectives' main effects were nonsignificant, yet the trait anxiety main effects were significant. (LLL)

The adaptation of Likert scaling in children was investigated by means of pilot studies using children aged 6 to 10. Preliminary results indicate the modified Likert methodology is valid to use with children. Suggested directions to use when administering a modified Likert scale to children are presented. (Author/CT)

It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…

Undergraduate experimental subjects were told that they would receive a series of unscheduled assessments over a five-week period and their grades would comprise 20 percent of their semester average. Subjects were significantly more test anxious than the control group, but achievement was not significantly different. (Author/LMO)

If students can see a clear reason for comprehensive examinations and have a model to follow in preparation, they will learn more and their test anxiety will be reduced. A history of doctoral examinations is presented, and how students might be helped to prepare for them is discussed. (RM)