Subjects from four physics or literature classes expected a delayed or an immediate test after their class. All were tested immediately. Male subjects expecting the immediate test performed better than males expecting a delayed test. Absence of interaction effects with personality measurement suggested the inadequacy of the goal gradient…

The relationship among test anxiety, study skills, and academic performance was studied. It was found that, in addition to academic aptitude, a measure of effective test-taking skills and a measure of test anxiety contributed significantly to prediction of grade point average. (Author)

This meta-analysis synthesized results from test anxiety reduction programs. The treatment of test anxiety has been quite successful in reducing the test anxiety level of clients. The most effective treatments appear to be those that combine skill-focused approaches with behavior or cognitive approaches. Individually conducted programs, along with…

Examined test anxiety in African American elementary school children (n=168) from urban, lower socioeconomic status school district. Found prevalence of test anxiety was 41%. Academic achievement of test anxious children was significantly lower than that of their peers. Test-anxious group perceived themselves to be less cognitively and socially…

Reports on a study conducted to evaluate how individual differences in anxiety levels affect performance on computer versus paper-and-pencil forms of verbal sections of the Graduate Record Examination. Contrary to the research hypothesis, analysis of scores revealed that extroverted and less computer anxious subjects scored significantly lower on…

Examines reading anxieties (and test anxieties) of students in two developmental college reading courses. Finds that group and individual anxiety reduction methods made a significant difference in the reading performance and attitudes of the adult basic education students. (RS)

Examined the hypothesis that personality dimensions associated with aspiration level and negative affect would serve as the anchoring constructs for a circumplex-like model that would describe the psychological dynamics of these performance-related variables. Results from 263 college women who completed various personality measures show…

Examined the effects of stress related to a competitive arithmetic test on a group of 301 children and young adults in 7 age cohorts ranging from 7 to 20 years by measuring changes in heart rate. Discovered some age and sex differences, and found that the oldest group had the greatest increase in heart rate. (MDM)

Factor structure of the Reactions to Tests (RTT) scale measuring test anxiety was studied by testing a series of confirmatory factor models including a second-order structure with 636 college students. Results support a shorter 20-item RTT but also raise questions about the cross-validation of covariance models. (SLD)

Explores metacognitive strategies that can help students with learning disabilities significantly raise their Scholastic Assessment Test (SAT) scores. META-TEST SAT contracts that outline a student's personal test-taking strategy are explained, along with possible test accommodations, test-taking tips, and practice strategies. A mini-case study is…

Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point…

Examines the degree to which computer and test anxiety have a predictive role in performance across three computer-administered placement tests. Subjects (72 undergraduate students) were measured with the Computer Anxiety Rating Scale, the Test Anxiety Inventory, and the Myers-Briggs Type Indicator. Results suggest that much of what is considered…

This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference (experience of task irrelevant thoughts), academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders. Results showed a positive relationship between test anxiety and cognitive…

This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

The purpose of this study was to look for personality variables that characterized young adults with learning disabilities and test anxiety. Fifty-four Israeli adults diagnosed with learning disabilities participated in the study, 24 of them were diagnosed as having test anxiety; 30 did not have test anxiety. The participants completed the Test…