Test Anxiety: Research-Based Advice for Ginny and Other Students

This report examines test anxiety, a common issue among students, particularly in the context of high-stakes exams. It references a research article that investigates the effectiveness of cognitive therapy and relaxation techniques in managing test anxiety and improving academic performance. The report highlights the physiological, cognitive, and psychological responses to test-related stress, such as increased heart rate, difficulty concentrating, and feelings of hopelessness. It also provides practical advice, including effective study skills, relaxation techniques, and professional counseling, to help students like Ginny reduce their test anxiety. The study concludes that addressing test anxiety through combined relaxation and cognitive approaches can significantly enhance a student's overall examination performance. Desklib offers a range of resources including similar reports and past papers to aid students in their studies.

Running head: TEST ANXIETY 1
Test Anxiety
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Introduction
All learners are entitled to learn and do their tests in conducive environments free from
any hazards that could cause either physical or emotional discomfort. Students should be
normally assured of both appropriate and individualized education. Ideally, it is a common
phenomenon that students will suffer from anxiety in the times when they are faced with certain
academic tests. Although anxiety is a normal reaction to specific situations in life, excessive
anxiety may lead to serious problems. Test anxiety could be detrimental to one’s academic
performance especially when the right interventions are not taken. According to Akinsola &
Nwaje (2013), cognitive therapy is an effective intervention in managing test anxiety
consequently improving academic performance.
A test is a word that draws varied degrees of anxiety among students. The degree of
anxiety usually depends on the level of preparedness, the importance of the test and the
perceived level of the test items or generally the subjec (Akinsola & Nwajei, 2013)t. A subject
which is perceived to be more difficult is likely to elicit more anxiety levels among the students.
Test anxiety is largely a psychological condition and can negatively affect people in all fields of
life especially the individuals who are exposed to different tests. Psychologists suspect that test
anxiety does not exist independently but rather coexist with other psychological conditions.
These conditions include depression and other forms of psychological distress. Therefore, a
psychological intervention such as cognitive therapy is usually required. Cognitive therapy helps
to lower the student’s anxiety and all the other forms of psychological distress consequently
resulting to better academic performance.
A study carried out to verify the hypothesis confirmed that cognitive therapy is indeed
effective in managing test anxiety levels among students. In the study, a sample of 420 learners

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was selected with 210 female and 210 males all aged between 13 and 19 years (Akinsola &
Nwajei, 2013). After responding to the given inventories on both test anxiety and depressive
symptoms, 72 learners whose anxiety levels were above the average score were divided into
three groups. The three groups were treated in different conditions with the first group being
exposed to no treatment, the second group exposed to only relaxation treatment and the third
group exposed to both relaxation treatment and cognitive therapy. The results indicated that both
depression and trait anxiety coexist alongside test anxiety and have a positive relationship. The
three conditions, however, have a negative relationship with academic performance (Akinsola &
Nwajei, 2013). Additionally, a combination of cognitive therapy and relaxation treatment was
more effective in treating examination anxiety than relaxation treatment alone or no treatment at
all and also improved performance. Hence, the study confirmed the value of test anxiety
treatment and reaffirmed the fact that it optimizes general examination performance.
When students view an evaluation as a threat, their response covers the three domains of
learning; the cognitive, affective and the psychomotor domain (Putwain, 2011). The physical
symptoms that they may display include excessive sweating, trembling, fainting, a rapid
heartbeat and a dry mouth. Severe cases of anxiety could even result in physical illness.
Cognitively, the students could avoid testing situations. They may drop out of school seeking to
avoid the source of their fear. The learners could also experience difficulties in reading and
recalling r even understanding the test items. This could be blamed on the depreciating
statements that occur due to test anxiety. Psychologically, the student will be tensed and have
tight muscles. The student may also appear depressed, exhibit low self-esteem and a feeling of
hopelessness.

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Ginny’s case could be perfectly be treated through both relaxation treatment and
cognitive therapy. The sentiments by her classmates that she is a bright student and will
definitely pass the tests are just aspects of relaxation treatment. Although they could help, the
might not be very effective in improving her performance in the test. Firstly, I would advise her
to adopt effective study skills and study earlier before the administration of the test. She should
also establish a consistent pretesting routine to access whether she is ready to take a test. I would
also encourage her to learn and practice relaxation techniques such as taking deep breaths and
closing her eyes then reassuring herself of a positive outcome as this will help to improve
calmness both before and during the testing period. Principally, I would encourage Ginny to see
a professional counselor. Talking to a therapist will help her work out her belittling feelings and
thoughts that heighten test anxiety (Sawchuk, 2017). This will help address all the psychological
condition that coexist with test anxiety.
Conclusion
Test anxiety is a universal trait that is not limited to a certain group of students. Students
of all social classes, gender, and academic achievement levels can suffer from test anxiety. Test
anxiety leads to other psychological conditions hence low academic achievement. These
conditions can be treated simultaneously be treated through applying both relaxation treatment
and cognitive therapy.

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References
Akinsola, E. F., & Nwajei, A. D. (2013). Test Anxiety, Depression and Academic Performance:
Assessment and Management Using Relaxation and Cognitive Restructuring Techniques.
Psychology, 4(6), 18-24.
Putwain, D. (2011). Examination stress and test anxiety. The Psychologist, 21, 1026-1029.
Retrieved from The Psychologist.
Sawchuk, C. N. (2017, August 3). Test anxiety: Can it be treated? Retrieved from Mayo
Foundation for Medical Education and Research (MFMER):
https://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-
answers/test-anxiety/faq-20058195