Many college students delay seeking counseling for test anxiety until too late. A test-anxiety workshop using specially trained undergraduate leaders served students with test-anxiety problems. Most reported beneficial effects from the low-cost workshops. (Author)

Explored behaviors of students at various times during an examination to examine the relationship between test anxiety and test performance. Results indicated that low test anxious students differed significantly on all eight dependent variables with the level of test anxiety having a significant effect. (Author)

Comparison of the effects of pretest anxiety on the social and nonsocial problem solving of 45 boys (ages 9 to 11) with learning disabilities (LD) and 45 nondisabled boys found the LD group reported significantly higher pretest anxiety which escalated over the course of the problem-solving session. However, boys with or without LD were equally…

A study that compared 191 college students with learning disabilities (LD) and 190 controls found students with LD reported having more difficulties in humanities, social sciences, and foreign language, devised unusual academic strategies and preferred additional oral or visual explanations, and felt more stress and nervousness during…

Explains the effects of examination fear and anxiety on student performance. Cites ways instructors can intervene to help alleviate the problem and better promote learning. (RT)

Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

Describes the nature of childhood anxiety disorders and discusses interventions that may be effective in remediation efforts. Offers information on anxiety as a normal developmental process, age- and gender-related factors, components of anxiety, relationship of anxiety to other disorders (such as depression), and applications for treating…

Evaluation of 95 students in grades 3 and 6 on measures of mathematics anxiety, test anxiety, and attitudes toward mathematics found that test and problem-solving anxiety took 2 distinct forms. Mathematics test anxiety increased with age relative to problem-solving anxiety. (SLD)

Reports a survey of Arizona teachers and administrators on (1) the extent to which teachers believe that standardized achievement tests reflect the language arts curriculum; (2) student reactions to standardized tests across grade levels; and (3) perceptions of the fairness of such tests across ethnicities and socioeconomic areas. Finds that…

Reactions of Spanish and Italian teenagers to test items on English language ability placement tests were examined. C-tests were the most negatively rated, apparently because of the perceived difficulty of this type of test. No significant differences were observed between genders or between language groups. (Author/JL)

Low-achieving college students (N=94) evidenced less use of self-regulating strategies and a stronger relationship of self-regulated strategy use to positive motivational orientation than high-achieving students (N=49). Samples were predominantly white and female. Encouraging the use of these strategies may improve low achievers' academic…

This study of undergraduates examined differences between computer adaptive testing (CAT) and self-adaptive testing (SAT), including feedback conditions and gender differences. Results of the Test Anxiety Inventory, Computer Anxiety Rating Scale, and a Student Attitude Questionnaire showed measurement efficiency is differentially affected by test…

Examines the effects of 3 different types of therapy in reducing the worry and emotional components associated with test anxiety among undergraduate (n=45) and graduate (n=45) students. Relaxation therapy was more effective with graduate students, while undergraduates responded more to supportive counseling. (JPS)

Society knows well that males outperform females on mathematics portions of college entrance examinations. In 2003, for example, males scored an average 537 points on the mathematics section of the Scholastic Aptitude Test, while females averaged 503. Less well known is that males also show a slight advantage on the verbal portion. These gaps…

This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic…