The Impact of Test Anxiety on College/University Students

By considering the findings of other articles on how test anxiety affects the behaviour of university or college students and on their academic performance, it is seen that the conclusionsprovidedby Szfranski, Barrera and Norton are appropriate and it reflects that the data collected for assessing the impact of test anxiety was evaluated with extreme diligence. The author collected its data from the various reports and articles such as Post-Secondary Educators’ Perceptions of Students’ Test Anxiety” about the test anxiety in which research was conducted

The Impact of Test Anxiety on
College/University Students

Table of Contents
REFERENCES..............................................................................................................................10
Books.........................................................................................................................................10
Journals......................................................................................................................................10
Online.........................................................................................................................................10

Article 1 : Szafranski, D. D., Barrera, T. L., & Norton, P. J. (2012). Test anxiety inventory: 30
years later. Anxiety, Stress & Coping.25(6). 667-677.
For the purpose of assessing the impact of test anxiety on the college/university students,
the researchers had used the previous works of (errano, Delgado, & Escolar, 2010; Serrano,
Escolar, & Delgado, 2002; Serrano, Escolar, & Delgado, 2011) in which research was conducted
on disassembling strategies in the field of clinic. The scholars undertook qualitative examination
in which existing studies of the other authors were evaluated and analysed. From the study, it
was found that there are different individual response patterns to examine anxiety, thus, it is
essential to adjust the intervention principle variable which is affected in every individual person.
Along with this, it was also found from the research that training in study skills is also not
required and is suitable for treating the test anxiety problems.
By considering the findings of other articles on how test anxiety affects the behaviour of
university or college students and on their academic performance, it is seen that the conclusions
provided by Szfranski, Barrera and Norton are appropriate and it reflects that the data collected
for assessing the impact of test anxiety was evaluated with extreme diligence. This shows the
validity and reliability of the research study of the authors. However, if more of primary data had
been collected by the way of personal interviews of college students, the research findings would
have been more authentic and would be specifically relatable to the domain of students.
Article 2 : McGraw-Hill (2017), Test Anxiety & Academic Performance, McGraw-Hill
Education, Canada.
The author of concerned book Test Anxiety & Academic Performance has highlighted
the relationship between the anxiety amongst the students due to test/exams and the impact of
such anxiety on the academic performance of the students. In the book, the author defined some
symptoms which the faces before their tests such as profuse sweating, high heartbeat rate. The
author collected its data from the various reports and articles such as Post-Secondary Educators’
Perceptions of Students’ Test Anxiety” about the test anxiety in which research was conducted
on students. In the book, the author concluded that anxiety caused due to exams and tests have
led the students to procrastinate and has also resulted into students being uninterested in
preparing for the exams. Further, the findings of the author's research that because examinations
are an integral aspect of education, therefore test anxiety shall not be the reason which prevents

students in preparing for tests. Educators could play an important role in helping the students in
overcoming this challenge.
The research was a qualitative type which focussed on assessing the change in behaviours
of students due to test anxiety. Secondary sources were used by the author. The conclusions by
the author in the book are supported by the findings of other reports and journals as well. This
aspect depicts the reliability of the findings of the author. However, for more effective results,
the author could have himself taken the data similarly from the students to gain more valuable
insights about how students feel regarding their tests, what is the mind set in relation to preparing
for the examinations.
Article 3 : Connon, H. A & et.al., (2016). Post-Secondary Educators’ Perceptions of Students’
Test Anxiety. The Canadian Journal for the Scholarship of Teaching and Learning, 7 (1)
The scholars conducted a thorough research on test anxiety in post secondary institutions.
They claimed that anxiety can adversary affects the student's academic performance and their
retention in the colleges. The researcher surveyed 50 educators of a Canadian Medium size
University regarding their perceptions towards test anxiety and their experiences with this
phenomenon. In their findings, it was observed that responses from participants, that importance
of test anxiety perceived by educators varied on the grounds of gender and age. Like old female
educator perceived the issue of test anxiety as more severe and serious problem than young male
educators. Two principles emerged from the survey which are importance of test anxiety in the
college/university and importance of college/institution's commitment in handling the issue of
test/exam anxiety. The scholars in their study, provided meaningful information and
recommendations to the educators who were surveyed regarding the symptoms and treatment of
test anxiety along with the support services.
Researchers went to develop such findings with the help of qualitative data analysis in
which each of the element of study was thoroughly described. However, other studies and
articles suggest that test anxiety does not only affect academic performance of students but it
also disturbs them in their personal lives. Other reports claims that anxiety is such an issue if not
treated properly can lead to serious damages on the personality of people. It hinders them from
becoming self-confident. This element was considered as one of the primary limitation of the

concerned study. If more of statistical and quantitative analysis would have been undertaken by
the researchers, they would be facilitated with more accurate and discrete findings.
Article 4: Jerrell C. Cassady (2010), Anxiety in Schools; the causes, consequences, and solutions
for academic anxieties. Peter Lang Publishing, Inc, New York.
The author of the concerned book has considered different trends that have been observed
in test anxiety. It has primarily focus on the following areas ; establishing the fact that there is
variance in degree and type of test anxiety which affects the performance of students. Author
also asserts that anxiety is a process which does not take place in isolation meaning of which, it
does not take place only during the exam, rather it exists at all stages of learning cycle. Further, it
stated in its book that is a perpetual and continuous lack of effective strategies for overcoming
the issue of test anxiety. The author has used the works of previous studies, statistical data of the
authorized agencies and books for forming its own findings.
In the anxiety in schools, the author with an aim of delivering the audience with causes,
consequences and effective strategies for dealing with the issue, has applied the statistical tools
such as variance analysis for analysing the variance between different types and degree of test
anxiety. Since, the outcomes and conclusions of the other studies and works of other authors
supports the findings and conclusions of the Cassady, it can be said that research of the author is
highly reliable and valid. However, if the author has itself conducted research on the students, it
would have enabled it in gaining greater understanding of the phenomenon. It would also have
enabled the author in forming more suitable and highly effective strategies for overcoming the
issue by confronting the problem with the students of schools, college or university.
Article 5 : Marty Sapp (2014) Test Anxiety; Applied Research, Assessment and Treatment
Interventions. Third Edition, University Press Of America, Inc.
Marty Sapp in its book has presented several behavioural and cognitive theories related
to test anxiety along with the tools and instruments for measuring the same. The author aims to
provide a comprehensive view of test anxiety, how to assess it and treat it. The author of the
book has integrated the statistical methodology & tools, research designs along with real
situations that occurs within the field of test anxiety. Further, the researcher has applied
statistical coding the purpose of sampling. EQS structural equation modelling is also applied by

the author in its research. Marty Sapp has appropriately integrated applied designs of research,
statistical tools which are frequently used in test anxiety. Also, discussions regarding the
treatment of test anxiety are provided by the author in the book.
The research undertaken by the author is highly reliable and valid due to the fact that it
has applied the statistical tools and scientific methodologies for forming conclusions about the
impact of test anxiety on the mind set, confidence and academic performance of the students of
college. This is the reason that findings are mostly supported by the research studies of other
scholars. However, the author could have undertaken the research more on qualitative terms so
that it could have a better understanding of the behaviours of students when they prepare for their
tests and examinations. Through this, better solutions could have been obtained. Such findings
would be then of crucial significance for the educators in managing the test anxiety in their
campuses.
Article 6 : Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the effect of anxiety of
male and female Iranian EFL learners on their writing performance. Procedia-Social and
Behavioural Sciences, 185, 190-196.
The scholars in the concerned study has focussed on relationship between the anxiety and
writing performance of the students in Iran in relation the gender of the sample population. The
scholar collected data by conducting Second Language Writing Anxiety Inventory (SLWAI) and
writing based tests. 45 learners students were invited for participating in the study. Researcher
used T-test analysis for analysing the data which revealed some significant variation in the
anxiety level in men and women. The findings of the study revealed that males are more prone
cognitive anxiety than women. It was concluded in the report that avoidance behaviour and
somatic anxiety were almost same in both the gender. The scholars provided many educational
implications , suggestions for the further studies.
The findings, suggestions and recommendations stipulated by the scholars in the study
could be more effective more of the qualitative research elements were implemented. Although
the findings are backed up by the works of other scholars, but for in-depth knowledge about the
behaviours of male and female in relation to test anxiety would have been gained if qualitative
techniques of data collection such as observations or interviews were applied. This was only the
limitation which was found in this study of the scholars.

Article 7 : Judy Bhatti (2017), High Test Anxiety in Chiropractic Students: Assessment of an
Educational Intervention, ProQuest LLC, College of Graduate Health Studies, A.T. Still
University.
The researcher in its book has stated that there is a correlative impact of test anxiety on
the psychological and physical health of the students. The scholar claims in its report that various
educational interventions exists which decreases test anxiety in the students which improves the
academic performances of the learners. Further, the author of the study has stipulated that
students are indulged in health promoting techniques, physical exercise, meditation, relaxation
skills have yielded the students with greater efficiency in their academic performances and
lesser amount of test anxiety (TA). Survey and tests employed by the scholar in gathering the
data. Qualitative research methodology was undertaken under which qualitative themes were
created by the scholar and findings were presented in the form of descriptive research design.
There were some limitations in the concerned study such as larger sampling could have
been taken by the scholar for which it would have applied quantitative research methods. The
result of such research would have been less prone to personal biases. Because these kinds of
research are embedded with scientific methods, the findings of quantitative research are more
valid, reliable than qualitative research. Even though there are limitations, still the
recommendations and findings of the Judy Bhatti's research is of great significance for
understanding and managing the issue of test anxiety in the college students. Therefore, it can be
said that work of the scholar is a great contribution to this phenomenon and findings of this study
would be reliable source for further studies.
Article 8 : Rona f. Flippo , Thomas W Bean (2018). Handbook of College Reading and Study
Strategy Research, Third Edition, Routledge, New York
The concerned book highlights the changing demographics. The authors provide
information which aims to help the students in dealing with the issues such as test anxiety and
educators in forming better strategies for managing the issue which is hampering the academic
performances of the students. The book offers information and theories based on the scientific
research for helping the teachers and educators to formulate better decisions.
The recommendations provided by the authors are of utmost use for the educators,
students and for the other scholars for further studies. The book is considered as an essential and

reliable source for educators, students, professionals, researchers regarding college reading and
for making studying strategies. The authors state that making suitable studying strategies could
help the students in dealing with their problem of test anxiety.
However, works of other scholars stipulates that there cannot be standard ways for all the
students in which they can cope with their test anxiety disorders. Since, every individual is
different and have different perspectives, more in depth research about the needs, fears,
behaviours of college students is required by the way of qualitative research for forming highly
effective institutional implementations.
Article 9 : Oxford Learning centres, Inc. (2018)what is test anxiety (and how it affects students).
[online]. Available through <https://www.oxfordlearning.com/what-is-test-anxiety>.
The article states that test anxiety is a feeling of nervousness which a student feel before
giving a test. Students who are prone to this issue, is affected adversely by such anxiety, and they
end up bad academic performance. The author of this article has extracted the data and
information from different reliable sources for a motive of evaluating and analysing the impact
of test anxiety on the mental health and academic performance of the students. Like, it has been
stated by the author in its article that American Test Anxieties Association, students have
reported that schoolwork and exams are the most stressful aspects of their lives. The writer of
this article claims that students who are facing this issue are about 50 % effective than those who
are not in their academic areas. The author establishes a relationship between test anxiety and
qualitative features of students rich as lower self-esteem, low confidence and unstable mental
conditions. From the article, some test anxiety facts are emerged out such as 10 million children
are affected by test anxiety (TA), about 16 - 20% students are facing high TA while another 18%
are dealing with moderate (TA). These facts are stipulated by the author in the context of North
America.
The sources used by the author of this article is reliable as it has used only recognized
and approved data collection organizations and has also used the statistical data of the approved
and creditable agencies. All the necessary ethical considerations have also been employed by the
author such as application of reliable data in its article and non manipulation of any data and
information. Other reports also supports the validity and reliability of the article. However,

author could have undertaken primary research for gathering more relatable and authentic data.
Irrespective of this limitation, the article is of great use for the further studies.
Article 10 : Kathryn Hoffses. (2018). Test Anxiety. [online]. Available through
<https://kidshealth.org/en/teens/test-anxiety.html>
The author of the concerned article states that people who tend to worry a lot or are
perfectionists are the ones who are more prone of facing the test anxiety issues. The author
mentions it is article that students who possess traits as mentioned above, suffers from this
problem because they are less likely to accept their mistakes or shortcomings. The writer of the
article collected data from the works of other scholars. On the basis of the secondary research,
the author evaluated and analysed the phenomenon of test anxiety (TA). The findings of the
articles which provides that students needs to take care of their health for coping up with the test
anxiety such as proper sleep, physical workout, healthy eating habits as these things assists the
minds of the students to work efficiently even in the most challenging situations.
This scholarly article is stigmatized with the limitation that the author has not undertaken
any primary research for assessing the impact of the test anxiety on the behaviours of the
university students. With the help of primary research, the article would have been more reliable,
authentic and valid. Although the findings and institutional implications of this article is
supported by many studies, works of other researchers and authors suggests that educators and
tutors are the ones who can help the students significantly in dealing with the issue of test
anxiety. Self management of the issue by the students won't do any great for the students and
would continue to affect their academic performances.

REFERENCES
Books
Rona f. Flippo , Thomas W Bean (2018). Handbook of College Reading and Study Strategy
Research, Third Edition, Routledge, New York
McGraw-Hill (2017), Test Anxiety & Academic Performance, McGraw-Hill Education, Canada.
Jerrell C. Cassady (2010), Anxiety in Schools; the causes, consequences, and solutions for
academic anxieties. Peter Lang Publishing, Inc, New York.
Marty Sapp (2014) Test Anxiety; Applied Research, Assessment and Treatment Interventions.
Third Edition, University Press Of America, Inc.
Judy Bhatti (2017), High Test Anxiety in Chiropractic Students: Assessment of an Educational
Intervention, ProQuest LLC, College of Graduate Health Studies, A.T. Still University.
Journals
Jebreil, N., Azizifar, A., & Gowhary, H. (2015). Investigating the effect of anxiety of male and
female Iranian EFL learners on their writing performance. Procedia-Social and
Behavioural Sciences, 185, 190-196.
Connon, H. A & et.al., (2016). Post-Secondary Educators’ Perceptions of Students’ Test
Anxiety. The Canadian Journal for the Scholarship of Teaching and Learning, 7 (1)
Szafranski, D. D., Barrera, T. L., & Norton, P. J. (2012). Test anxiety inventory: 30 years
later. Anxiety, Stress & Coping.25(6). 667-677.
Online
Kathryn Hoffses. (2018). Test Anxiety. [online]. Available through
<https://kidshealth.org/en/teens/test-anxiety.html>
Oxford Learning centres, Inc. (2018)what is test anxiety (and how it affects students). [online].
Available through <https://www.oxfordlearning.com/what-is-test-anxiety>.

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