Anxiety of Community Students | Study

Running head: TEST ANXIETY
TEST ANXIETY
Name of the student:
Name of the university:
Author note:

TEST ANXIETY1
Abstract:
The aim of this Phenomenological study is will be to understand the test anxiety of community
students. Central phenomenon of the study for test anxiety amongst the college students the
university. Conservation of Resources theory will be the guiding theory for the research. This is
a stress theory that defines the motivation is the key factor that drives human to both maintain
current resources and loss of these type of resource will subject individual into high
psychological distress. Face to face interviews, group focus and telephone interviews will be
conducted as a part of qualitative study design.
Keywords: Test anxiety, fear, hear beat, poor sleep pattern.

TEST ANXIETY2
Overview
The purpose of Chapter One is to provide a summative overview and framework for the
conducted research. The emerging issue of test anxiety disorder is considered as one of the most
critical areas of concern for the teachers and the administrators of the schools' since students
often experience apprehension, distress and anxiety while giving an exam that impacted the
academic performance. While various incidents highlighted over the years regarding test anxiety
of the individuals, in the recent era significant of students are now experiencing the issue of test
anxiety disorders and negative impact associated with test anxiety during their college and
school days. Hence, the aim of the research to focus on the effect of test anxiety on community
college students. Community college students may face test anxiety before, during, and after
taking the exam, especially the final exam. To provide the reader with an excellent overview of
the background, a range of literature are incorporated to provide a an idea of test anxiety.
Hermeneutic phenomenological research will be undertaken in this case for understanding test
anxiety the Community college students may experience before, during, and after taking the
examination. Moreover, to involve in this interpretive phenomenological study, the researcher
will interpret the narrative of the participants followed by adding her interpretation in the final
study result to gain a better understanding of the research. This research will develop a
qualitative research question to guide the study. Lastly, the significance of the study will
contribute to the research study in the community setting and on the target population.
Background:
Concept of test anxiety:

TEST ANXIETY3
Test anxiety may be a well-defined concept of anxiety that subjectively relates to tests
and their associated consequences. This test anxiety amongst students creates important obstacles
to learn and perform as a range of researchers highlighted that high level of emotional stress is
highly associated with reduced emotional regulation and directly contributed to the low academic
performance along with high dropout rates. The United States has the highest rate of college
dropouts compared to other first world countries, indicating that test anxiety is impacting
academic performance and psychological wellbeing of the students. This statistics further
intensifying the urgent need for developing a comprehensive strategy for the students so that
college absentees, college dropout’s poor academic performance and poor mental health can be
reduced. The common contributing factors include distress of failure, poor test history and lack
of preparation.
The historical context of the test anxiety:
Considering the historical background of the study, the test anxiety has been focused
formally since early years of the 1950s when two researchers George Mandler, as well as
Seymour Sarason, identified the comprehensive need for developing strategies to address the test
anxiety. As discussed by Thomas, Cassady and Heller (2017), this two scientist anxiety
evaluated the pattern of test anxiety and concluded that low anxiety taker tends to have a greater
focus on the task during exam compared to the population who exhibit high anxiety during the
examination. Hence, it can also be labelled as anticipatory anxiety, situational anxiety or
evaluation anxiety. Canu, Elizondo and Broman-Fulks (2017), researched the history of ADHD
Traits associated with the general test as well as specific math anxiety college students. The
result of the study suggested that personalities with ADHD traits tend to have a low focus on the
examination and poor attention, indicating that students with ADHD traits tend to exhibit general