Test Anxiety: Eleven Common Questions. Test Anxiety: Eleven Common Questions The following eleven questions are the most commonly asked questions about

Test Anxiety: Eleven Common Questions


The following eleven questions are the most commonly asked questions about test anxiety. In addition to learning some basic facts, the answers that are offered can help you begin to better understand your own experience with test anxiety, to realize that you are not alone with this problem, and to form realistic expectations about what you can accomplish in reducing your test anxiety.

Tests evaluate, or measure, a person's knowledge, abilities, or skills in a given subject or field.

Testing, therefore, is an evaluative situation.

Test anxiety is the excessive worry, tension, and physical arousal that occurs in responseto the specific circumstances that surround examinations.

WHAT IS TEST ANXIETY?


The test-anxious person has thoughts that are irrational or otherwise faulty. Catastrophic thinking (believing that terrible things are going to happen) is common.

Test anxious persons often engage in inflexible thinking ("I have to do well" and "I must get all the answers right") as well as dichotomous thinking (either "I'm stupid" or "I'm smart" with no middle ground).

Performance on an exam can erroneously be connected to self-worth ("I'm no good if I can't get an outstanding grade on the test"). During the exam, a test-taker might go "blank”, as if all knowledge had been removed from his/her brain, leaving only an empty cavity. Highly test-anxious persons can be more easily distracted by minor noises than low-anxious persons. Furthermore, high test-anxious persons become less attentive to test-taking and over-focused on insignificant and test-irrelevant matters.


They may read and reread the same question, look for "trick" questions, and second-guess their answers. Oversensitivity to time results in clock-watching and the feeling of being pressured by not having sufficient time.

Physical effects, both before and during an exam, can be especially noticeable. Headaches, dry mouth, increased heart rate, perspiration, restlessness, ‘fidgetiness’, and diarrhea are some of the more frequent bodily responses associated with test anxiety. The bottom line is this: test anxiety interferes with performance. Test scores and grade point averages of high test-anxious individualsare often lowered. As a result, such measures do not provide an accurate indication of the person's capabilities.


There are two distinct components to test anxiety: worry and emotionality.

Worry is the thinking part: excessive concern about performance and the negative results that will follow an unacceptable performance.

Emotionality, a term that is unfamiliar to most, is the physical and emotional part: the bodily reactions that come from the arousal of the autonomic nervous system and the associated feelings of tension, nervousness, and apprehension. Emotionality peaks immediately before the test because external cues (the classroom, exam paper, time) signal the beginning of evaluation. Emotionality tends to decrease significantly during the exam as the test-taker turns his/her attention more toward the test itself.

WHAT ARE THE MAIN COMPONENTS OF TEST ANXIETY?


Worry remains at a fairly constant level for an extended period of time. It can continue at a high level even after an exam is over because the results of the performance are unknown.

WHAT ARE THE MAIN COMPONENTS OF TEST ANXIETY? . . .

WHAT CAUSES TEST ANXIETY?

Test anxiety is a learned condition with both family and school experiences appearing to be important influences in its development.

Children who are very sensitive to the negative reactions of adult (blame and punishment) can become anxious about evaluation. Parents with overly high expectations for their children, and those who criticize them when they do not satisfy these high expectations, may contribute to the development of test anxiety.


WHAT CAUSES TEST ANXIETY? . . .Classes and classrooms where competition for

grades is emphasized can become a source of tension for students who are unsure of their abilities. Another contributor to the development of test anxiety may emerge when a person observes and then imitates the anxious reactions of significant role models in evaluative situations. Parents, siblings, teachers, and peers may unknowingly serve as poor model. Even though there is still much to learn about the development of test anxiety, we still know how to reduce it.


Test anxiety is a widespread problem in the United States and other countries around the world. Experts have estimated that in the U.S. alone , 10 million primary and secondary school students and ½ million college students (approximately 15% of the college population) experience test anxiety. Represented in these figures are individuals from almost every racial and ethnic group.

HOW COMMON IS TEST ANXIETY?

WHAT PERSONAL CHARACTERISTICS ARE ASSOCIATION WITH TEST ANXIOUS PEOPLE?

Women have higher levels of test anxiety than men. This gender difference is one of the most consistent findings in research on test anxiety.


Gender differences in test anxiety may be largely related to sex-role socialization. Perhaps girls report greater anxiety because it is more acceptable in our society for females to acknowledge problems and they are encouraged to express their feelings. Boys may be more likely to cope with anxiety by using denial and other defenses. In all likelihood, similar percentages of both sexes experience test anxiety. Persons with lower self-esteem and related fears of negative evaluation tend to be more test anxious. Socioeconomic status, ethnic background, and creative thinking have little relationship to test anxiety.

WHAT PERSONAL CHARACTERISTICS ARE ASSOCIATED WITH TEST ANXIOUS PEOPLE? . . .


HOW CAN I TELL IF I HAVE TEST ANXIETY?

Many individuals will admit they are “stressed” by exams. You might wonder if what you feel is stress rather than anxiety. It is important to make the distinction.

Stress is a demand or requirement, real or perceived, that is placed upon the individual by himself/herself, others, or circumstances and situations. The presence of stress serves as “a call to action” since the individual must respond.

Anxiety is one type of response to stress--the person becomes anxious when he/she believes that he/she will be unable to successfully meet the demands of the situation.

Thus, tests are stressful for many test-takers but only those who doubt they have what it will take to succeed will be test anxious.


HOW CAN I TELL IF I HAVE TEST ANXIETY? . . .

Self-report questionnaires are by far the most frequently used means to assess test anxiety. We developed the Brief Test Anxiety Indicator (BTAI), using the responses of college students, to aid in your personal assessment. The BTAI, with instructions on scoring and interpreting the results, follows this page.

If you score in the low range of the scale, but still feel anxious about tests, and are tired of worrying, then you may still find these Guides useful.

BRIEF TEST ANXIETY INDICATOR INVENTORY

Please use the following scale to answer the Indicator items. Be completely honest with your responses and answer every question

1 = Never 2 = Seldom 3 = Occasionally 4 = Often

____ 1. Before a test, I think “I’m going to flunk”.

____ 2. The though of taking a test causes my heart to pound, palms to sweat, or mouth to go dry.

____ 3. I worry about what significant people in my life will think if I do poorly on a test.

____ 4. People who know me say that I get too uptight before a test.

____ 5. I think of myself as “stupid” when I don’t know an answer on an exam.

____ 6. When it comes to tests, I hope for the best but expect the worst.

____ 7. It seems that I make simple mistakes on my answers.

____ 8. I get stuck on some questions and can’t seem to easily move on to other items.

____ 9. After an exam I find it difficult to relax.

____ 10. My self-esteem goes up and down depending on my test results.

BRIEF TEST ANXIETY INDICATOR INVENTORY SCORING

Add the total number of points from the BTAI.

Your score will be between 10 and 40.

Compare your score to the following to determine your level of anxiety about tests:

11-20. Low. Very little anxiety.

21-29. Average. You appear to be anxious and may experience discomfort but it does not significantly interfere with your performance.

30-40. High. You tend to worry and think negatively a great deal and are overly self-critical. Test-taking is an ordeal.


AM I FEELING TEST ANXIETY WHEN I AM NOT PREPARED FOR A TEST?

No, at least not in the same sense we are defining it. Test anxiety is most appropriately applied to persons who have adequately prepared, and do have a fundamental understanding of exam material, yet are still anxious to the point that their performance is negatively affected.

If you have not studied sufficiently, or you truly do not know the material, you may be genuinely anxious because, under these circumstances, you can realistically expect to do poorly on a test. Among the causes for problems like these are lack of comprehension, deficient study skills, low motivation, and poor time management.

Such problems require interventions that are different from those used to treat test anxiety.


CAN TEST ANXIETY BE LIMITED TO A SINGLE TEST OR SUBJECT AREA?

Yes. A test that has special significance for you (for example, a graduate school entrance exam or a licensing or certification exam) can elicit anxious responses even though you are not otherwise test-anxious.

Likewise, test anxiety may be confined to a particular subject or class that has assumed some heightened importance for you. For example, if you are taking a classtaught by your advisor you may wantto prove to him/her that you are an outstanding student.

Test anxiety, for some others, is more generalized and occurs in nearly all testing situations.


CAN TEST ANXIETY BE SUCCESSFULLY TREATED?

Yes. Anxiety reactions, in general, are among the most extensively researched and successfully treated problems that humans face. A large body of research has shown there are effective treatments for those who suffer from test anxiety. Individual and group counseling, hypnosis, and self-directed methods like computer assistance and reading books are among the ways that treatment has been provided for persons with test anxiety. We will introduce you to basic strategies that, taken together, offer a powerful and effective approach for reducing test anxiety. Our approach is based upon what we call “The Five Rs.”


CAN TEST ANXIETY BE SUCCESSFULLY TREATED? . . .

The Five Rs are built upon three fundamental strategies:

Cognitive Restructuring. You will learn how to actively challenge your self-defeating, test-irrelevant thoughts and replace them with positive thoughts that are focused on the exam. Relaxation skills. You will learn how to remain calm and handle the physical signs of anxiety. Test-taking skills. You will learn how to approach taking a test and increase your effectiveness in responding to questions on the exam.


HOW MUCH IMPROVEMENT CAN I EXPECT IN MY TEST SCORES?

The degree of improvement, when measured by changes in test scores, can vary widely from one person to another.

The primary goal in the reduction of test anxiety is for you to perform at your highest level of ability.

Your best efforts in biology, for example, may produce a B or a C even in the relative absence of test anxiety. However, to achieve that grade without experiencing the agonies of test anxiety is a positive accomplishment in itself.

Some test anxious persons are already perform-ing with a high degree of success.


HOW MUCH IMPROVEMENT CAN I EXPECT IN MY TEST SCORES? . . .

Typically, such persons are well prepared for their tests, but they believe they must know everything to feel even adequately prepared. The major benefit of test anxiety reduction for individuals who fit this description lies not in improved test scores but in relief of the unpleasant symptoms (worry, tension, physical upset) that they experience with tests.

DON’T I NEED SOME ANXIETY TO GIVE ME THAT “EDGE” ?

No. Many people who do well on tests feel energized and optimistic. However, they are probably not feeling anxious. Or, if they are experiencing some anxiety, the anxiety is not the helpful component.


DON’T I NEED SOME ANXIETY TO GIVE ME THAT “EDGE” ? . . .

A low level of anxiety can be useful to move you to prepare for an exam.

However, as anxiety level increases, it becomes a hindrance, especially with complex tasks-like answering difficult test questions. The ideal situation is to feel energized and motivated but not excessively fearful or preoccupied with your performance or that of others.

Our approach to test anxiety reduction is designed to help you reach these related goals.

Test anxiety can be successfully managed.

Test anxiety has two major parts: worry (the thinking part) and emotionality (the physical part).

Test anxiety is a well-known condition that affects many people. You are not alone.

REMEMBER


TEST ANXIETY: ELEVEN COMMON QUESTIONS IS THE SECOND IN A

SERIES OF RESOURCE GUIDES DEVOTED TO HELPING STUDENTS CONQUER THEIR TEST ANXIETY.

THE SERIES IS MADE AVAILABLE BY THE ENHANCED LEARNING CENTER OF THE UNIVERSITY OF ARKANSAS

Adapted with Permission-9/07: Bihm, E. and Ness, E., University of Central Arkansas.. “Take Charge of Your Test Anxiety: The Five Rs Approach.” Unpublished Manuscript.

Arkansas Photographs Used with Permission-11/07: Steve Twaddle, www.arkansasphotographed.com

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Test Anxiety: Eleven Common Questions. Test Anxiety: Eleven Common Questions The following eleven questions are the most commonly asked questions about