The skills-acquisition group was superior in performance on the analogue test as well as in grade point average. They reported greater knowledge of effective test-taking skills and less attentional interference during testing. Results suggest that inadequate test performance be reconceptualized as ineffective test taking. (Author)

The covert modeling group was somewhat more improved than the cognitive restructuring group. Results suggest that cognitive restructuring may work by mechanisms of covert rehearsal and response-relevant covert positive reinforcement. (Author)

Examines mathematics anxiety among female participants in a program to help overcome their fears. Mathematics anxiety is correlated with other academically relevant anxiety scales. Test anxiety and self-estimated mathematics ability are the most important variables in the prediction of mathematics anxiety. (Author)

Shows that the Test Anxiety Scale (TAS) is a reliable and valid instrument for separating test anxious readers in a population of students. Offers suggestions for reducing reading anxiety. Includes the 16-item TAS measure. (FL)

Individualized covert modeling and self-control desensitization substantially reduced self-reported test anxiety. However, the individualized covert modeling group was the only treatment group that showed significant improvement in academic performance. (Author)

Examines a nine-session behavior modification program to relieve test anxiety in which instruction in muscle relaxation techniques was followed by desensitization to 25 test-related anxiety-producing items. An experimental group showed a significant increase in grade point average compared to a control group. (MB)

This study assessed efficacy for self-regulated learning, academic performance, and test anxiety among junior high and high school students (n=103). Surveys indicated that students who perceived themselves as more capable of self-regulated learning tended to have higher academic achievement, and the association seemed to be unaffected by amount of…

Describes classroom guidance session for overcoming test anxiety. Discusses role of the teacher in setting up session and as class discussion leader. Discusses role of the counselor in the minilecture format; sources of test anxiety; self-assessment of test anxiety; importance of careful test preparation; listening to self-talk; and follow up with…

The basis of test anxiety expressed by 219 university students (43 percent males) in a statistics course was explored, and a structural model was developed. The data indicated that anxiety felt for the statistics test differed from general test anxiety. The variables revealed as important by the model are discussed. (SLD)

An academic anxiety coping scale was developed and tested to ascertain if students tend to employ functional or dysfunctional coping behavior in response to stressful evaluative situations. (Author/TE)

This study examined the effects of different types of directions on the guessing behavior on multiple-choice tests of 43 male and 39 female fifth-graders. Areas investigated included reward and penalty clauses and test anxiety. Students' understanding of directions was the only significant factor discovered. (TJH)

Assigned test-anxious fourth and fifth graders (N=66) to a cognitive monitoring training or a control group. Pretreatment, posttreatment, and six-week follow-up measures revealed no significant differences between groups on either the self-report measure of test anxiety or the Metropolitan Achievement Test. (Author/ABL)

Used restraining paradoxical interventions with high- and low-reactant college students in treatment of procrastination or test anxiety. Comparison of restraining intervention with nonparadoxical intervention group and control group found all subjects improving procrastination behavior. Comparison of restraining intervention with reframing…

Students who are prepared for tests (possessing content knowledge, test-taking strategies, and effective study plans) perform better in test situations than unprepared or unskilled students. This article presents strategies teachers can use to help students develop test-taking skills and discusses differences between the Scholastic Aptitude Test…

Using a theoretical model of foreign language anxiety, this study of 96 college students of Japanese examines how language anxiety is related to Japanese language learning. Results suggest factors other than test anxiety, e.g., speech anxiety, fear of failing, and negative attitudes toward the class. A questionnaire is included. (Contains 63…