test anxiety

Aim: The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety.  Method: This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected by random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks- Morgan, 1999), learning strategies scale (Kember et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Results: Path analysis results showed that Academic self-efficacy had both direct (=−.20), and indirect effects, mediated by Deep and Surface strategies (=−.08). Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Conclusion: According to the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.

Object: The main purpose of this study was to investigate the effect of neuro-verbal programming on test anxiety and self-efficacy in secondary school students in Diwandareh city. Method: The present study was a semi-experimental pretest-posttest design with control group. The sample consisted of 30 students who were selected from among students with anxiety tests based on structured interviews and the implementation of the Sarahson Anxiety Inventory (1957) and were randomly assigned to control and experimental groups. The experimental group was trained in 8 sessions of neurological planning and the control group did not receive any experimental intervention. Anxiety Inventory Questionnaire of Sarason (1957) and Social Self-efficacy Scale (Smith and Betz, 2000) were used as pretest and posttest on participants. Results: One-way covariance analysis showed that therapeutic interventions were effective in reducing the test anxiety in the experimental group (P<0.01), but did not affect the self-efficacy of individuals (P<0.05). Conclusion: In general, the results indicate that counseling and psychotherapy specialists can apply the verbal neural program approach to the treatment of anxiety disorders.

The purpose of this study was to investigate the students’ English foreign language learning anxiety and English language performance test result. Thus, the objective of the study was to assess the relationship between students’ English foreign language learning anxiety and their English language performance. To attain this objective, a descriptive survey research design was employed. Students’ first semester English final examination result was used to explore the relationship between students’ English classroom anxiety and their English performance test result. In line with this, foreign language classroom anxiety scale and the students’ language performance scores were used to collect data. One hundred and seventy six (176) first year students were involved in the study. Multiple instruments that included questionnaire and document analysis were used to gather data. Both quantitative and qualitative data analysis methods were employed to analyze the data. The findings indicated that most of the students were found to be anxious. Furthermore, the findings showed that there was a significant negative relationship between students’ English foreign language learning anxiety and their English performance test result. Also, the findings of the study revealed that anxiety is much more prevalent in line with the subjects of the study and had negative correlations with their English language performance exam result. Finally, it was recommended that EFL instructors should acknowledge anxiety feelings as legitimate and attempt to lesson students’ feelings of inadequacy and failure by providing positive experiences and feedback to counter act anxiety.

The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. The method was descriptive-correlational, and the statistical population included all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p .

Purpose: The purpose of this research was to investigate the relationship between thinking styles functions and learning styles with the rate of test anxiety of students. Material & Method: Method of research was correlation. Statistical population was the high school students (male& female) in Arak city. According to the multistage cluster random sampling, first, the dual areas of education Arak city was selected by one area of education, then 400 students (200 female & 200 male) completed the Kolb Learning Styles Inventory (1991) and Sternberg-Wagner thinking Styles Inventory (1992). Data were analyzed using descriptive findings Including mean, standard deviation and frequency distribution and also were analyzed using Pearson correlation coefficient and one-way Anova. Findings: findings indicated significant relationship between the executive and judicial thinking styles and also legal thinking style with students' test anxiety. The results showed that assimilate learning style than most other styles have been less test anxiety. Discussion: students who follow thinking and learning styles which best fits to their personality characteristic experience less test anxiety.

Purpose: In today’s world learning a second language, especially English, has become vital for success, both academically and professionally. Yet, learners’ characteristics like affective features and linguistic background may impact either the ultimate level of achievement. Methodology: This study was carried out to determine whether there is a difference in test anxiety, attitude, integrative and instrumental motivation of the monolingual and bilingual university students in English. To this end, 227 questionnaires obtained from freshman university students majoring in various fields from 125 bilingual students at the University of Payame Noor and Islamic Azad University of Meshkin Shahr and 125 monolingual students at the Payame Noor University of Qazvin in Iran. Three Independent t-tests were run to compare these two groups’ attitude, instrumental and integrative motivations and test anxiety. Findings: The findings revealed that the bilingual students had a significantly more positive attitude and showed a significantly higher integrative motivation towards learning English. However, no significant difference was observed among the two groups regarding their instrumental motivation and test anxiety. Discussion: Pedagogical implications of the study will be discussed. The bilingual students possess a higher level of motivation towards learning English language than do the monolingual students.

This study aimed to determine the effectiveness of mindfulness-based stress reduction intervention on cognitive avoidance of students with test anxiety. The research method was quasi-experimental with a pretest-post-test design ad a control group. The statistical population included all Meshkinshahr students who were referred to school counseling centers. Among them, 30 people with test anxiety were selected by purposive sampling. Data collection tools were test anxiety questionnaires (Abolghasemi et al., 1996) and cognitive avoidance (Sexton and Dogas, 2008). The experimental group received a mindfulness-based stress reduction program (John Kabat-Zayn) for 8 weeks (one week of a 2-hour session). The collected data were analyzed using multivariate analysis of covariance. The results showed that mindfulness-based stress reduction intervention significantly reduced cognitive avoidance in students with test anxiety (P <0.001). According to the present study, the use of mindfulness-based stress reduction intervention in the pre-exam period can be effective in reducing the cognitive avoidance of students with test anxiety.

Objective:    This study was conducted to investigate the mediation of self-regulated learning strategies in the relationship between achievement goals and test anxiety. Methods:  The present study was a descriptive-correlational research. It included 408 Participants (234 female and 174 male students) of University of Birjand who were selected by convenience sampling method in 2021. Pintridge and DeGrutte self-regulatory learning strategies questionnaire (1990), Friedman and Jacob test anxiety questionnaire (1997) and Middleton and Midgley progress goals questionnaire (1997) were used to collect data and the online links of these questionnaires were provided for the participants. Descriptive and inferential statistical methods such as Pearson correlation and structural equation were used to analyze the data. Results:  Findings showed that achievement goals had an effect on self-regulated learning strategies and test anxiety (p <0.05). Conclusion: Results showed that attention to self-regulated learning strategies and achievement goals was important in improving students' test anxiety. Therefore, the therapists are recommended to improve test anxiety in their treatment meetings consider self-regulation learning strategies.

This study investigated the comparison of cognitive failures, emotional processing and resilience among the girl students with and without test anxiety. The present research is a causal-comparative study. The sample of study was 203 students studying tenth and eleventh grade in Rasht in 2019. 92 students of this sample were with test anxiety and 111 students of it were without test anxiety. The sample of study has been identified and selected from students by cluster sampling with the cutoff point of 50. The students completed Spielberger Test Anxiety Questionnaire, Baker’s Emotional Processing Scale and Connor-Davidson Psychological Resilience Scale. The data was analyzed by multivariable analysis of variance. Results showed that the students with test anxiety have higher scores in cognitive failures, also they have higher scores in emotional processing and lower scores in resilience than students without test anxiety. These results show that cognitive failures, emotional processing and resilience have determinant role in test anxiety.

Background and purpose: This study aimed to determine the effect of stress management skills training and problem-solving methods virtually on the mental health and test anxiety of high school students. Cases and Methods: The research method is quasi-experimental and the research design is pre-test-post-test with a control group. The statistical population consisted of 700 high school male students in dandi city. 93 people were selected by available sampling and randomly in two experimental groups (problem-solving and stress management) and A control group was placed. Research tools include ten sessions of stress management Anthony et al. (2007) and a summary of the problem-solving training program (Heidari and Rasoulzadeh Tabatabai, 2007; Adapted from Dixon and Glover, 1984), Goldberg Mental Health Scale (1979) and Anxiety Scale The exam was Friedman (1997). Results: The results of the analysis of covariance showed that the two groups that had been trained in stress management and problem-solving skills had higher mental health (f =25.02 and P<0.001) and lower test anxiety (f = 16.65 and P<0.001) than the control group. Conclusion: The results of this study showed that stress management training and problem-solving skills virtually can be used as an effective intervention to increase mental health and reduce test anxiety. Therefore, using virtual education, stress management skills, and problem-solving methods can improve students' mental health and reduce stress and anxiety in students.

The present paper is a comprehensive empirical program of a group of faculty members in University of Sistan and Baluchestan on decreased fraud solutions for e-tests. The group views and experiences were reviewed and shared on a dedicated online platform. In early 2020, shortly after the epidemic of Covid-19 and almost simultaneously with the opening of universities, this platform was established to share the experiences related to applying e-learning methods for courses that were mainly in person so far. This is a qualitative interpretative phenomenology study. Materials, views, measures, and recommendations of a group of faculty members for decreased cheating in online tests were classified under some headings. In addition to the literature review, the most effective solutions to increase awareness and enhance students’ continence and honesty against the tendency to cheat and practical suggestions to reduce students’ fraud in online tests were provided. Research samples included faculty members of basic sciences, education and psychology, and engineering. Hence, however, some proposed strategies and approaches are widely used in a particular educational field and may be less practical in some other specialized areas.

A major concern of language testing researchers has for long been the identification of construct-irrelevant influential cognitive and psychological bias factors in test takers’ language test performance and recently the identification of the tentative models of interactions among such factors. With the same purpose in mind, the present study investigated the direct and indirect interrelationships among EFL learners’ test anxiety, test-wiseness, reading metacognitive awareness, and reading comprehension test performance through a path analytic research design. To this end and on the basis of the related literature and the previous research findings, first a hypothesized model of the interrelationship among the variables was assumed. Next, 317 undergraduate and graduate students took the related questionnaires and tests. Finally, the obtained data were analyzed through AMOS statistical package and the hypothesized model of the interrelationship among variables was tested. According to the final verified model, test-wiseness directly predicted reading comprehension test performance, while test anxiety did not. Moreover, while reading strategies metacognitive awareness did not directly predict reading comprehension test performance, it was indirectly associated with reading comprehension test performance through the mediation of test-wiseness. In addition, both correlational and path analyses confirmed a strong negative relationship between reading strategies metacognitive awareness, and test anxiety. The findings highlight the importance of the language test takers' less test anxiety and enhanced metacognitive awareness of reading strategies and test-wiseness for their more reliable test-taking performances.

Earlier research has shown that fair assessment plays a crucial role in the classroom and is closely associated with students' academic success. Besides, multiple studies have consistently indicated that the cognitive aspect of test anxiety significantly and meaningfully influences test performance, highlighting the connection between test anxiety and academic achievement. Therefore, this correlational study was done to investigate the relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It followed a quantitative method and a total number of 201 learners, 88 males along with 113 females, participated in the present study voluntarily. A convenience and random-sampling method were applied, using fair assessment and cognitive test anxiety questionnaire. The results of the study, using Pearson-moment correlation and Regression analysis, revealed that there was no significant relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It also indicated no significant difference between male and female learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. The findings of the study can be implemented in educational systems by teachers, learners, programmers, and researchers. It can be considered as a guideline for teachers, especially EFL teachers in academic environments to find solutions for the problems and difficulties in the fairness of classroom assessment.