Contemporary society has been given the labels of “test-oriented” and “test-consuming” (Zeidner & Most, 1992) due to its extensive use of testing assessments as a primary agent in decisions that impact many areas of people’s lives.
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Hembree (1988) proposed that test-anxious student’s academic underachievement is likely to continue at every educational level. The worry of test performance is among the most common sources of stress for college students. Test anxiety is known to be pervasive in college populations classifying 20% of high-anxious students as academic failures as compared to less that 6% of low-anxiety students (Spielberger, 1966). A meta-analysis on anxiety-performance research also concluded that two thirds of low-test-anxious students score higher than the average high-test-anxious student, at any age Seipp (1991). The results of the debilitating effects of test anxiety on academic performance does not accurately reflect examinee’s ability level often leading to life altering negative consequences, such as being denied enrollment into undergraduate, graduate or professional programs, while less qualified individuals are accepted due to spuriously inaccurate test scores. The negative impact of test-anxiety in educational systems are becoming increasingly more apparent and a more comprehensive understanding and solutions to this condition are greatly …show more content…
R., & Reilly, R. R. (1976). The LSAT speededness study – revisited. Report #LSAC-72-3. In Law School Admissions Council, Reports of LSAC Sponsored Research, Volume II, 1970-74. Princeton, NJ: Law School Admission Council.
Hembree, R. (1988) Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Hill, K. T., & Eaton, W. O. (1977). The interaction of test anxiety and success-failure experiences in determining children’s arithmetic performance. Developmental Psychology, 13, 205-211.
Hill, K. T. & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.
Plass, J. A., & Hill, K. T. (1986). Children’s achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex. Developmental Psychology, 22(1), 31-36.
Sarason, S. B. (1959). What research says about test anxiety in elementary school children. NEA Journal, 48, 26-27.
Spielberger, C. D. (1966). The effects of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 361-398). New York: Academic Press.
Wigfield, A. and Eccles, J. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24,
Hembree (1988) proposed that test-anxious student’s academic underachievement is likely to continue at every educational level. The worry of test performance is among the most common sources of stress for college students. Test anxiety is known to be pervasive in college populations classifying 20% of high-anxious students as academic failures as compared to less that 6% of low-anxiety students (Spielberger, 1966). A meta-analysis on anxiety-performance research also concluded that two thirds of low-test-anxious students score higher than the average high-test-anxious student, at any age Seipp (1991). The results of the debilitating effects of test anxiety on academic performance does not accurately reflect examinee’s ability level often leading to life altering negative consequences, such as being denied enrollment into undergraduate, graduate or professional programs, while less qualified individuals are accepted due to spuriously inaccurate test scores. The negative impact of test-anxiety in educational systems are becoming increasingly more apparent and a more comprehensive understanding and solutions to this condition are greatly …show more content…
R., & Reilly, R. R. (1976). The LSAT speededness study – revisited. Report #LSAC-72-3. In Law School Admissions Council, Reports of LSAC Sponsored Research, Volume II, 1970-74. Princeton, NJ: Law School Admission Council.
Hembree, R. (1988) Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Hill, K. T., & Eaton, W. O. (1977). The interaction of test anxiety and success-failure experiences in determining children’s arithmetic performance. Developmental Psychology, 13, 205-211.
Hill, K. T. & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.
Plass, J. A., & Hill, K. T. (1986). Children’s achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex. Developmental Psychology, 22(1), 31-36.
Sarason, S. B. (1959). What research says about test anxiety in elementary school children. NEA Journal, 48, 26-27.
Spielberger, C. D. (1966). The effects of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 361-398). New York: Academic Press.
Wigfield, A. and Eccles, J. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24,