Analysis of Non-English Major College Students’Test Anxiety in CET-4

Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.

Randomized trial estimating effects of hypnosis versus progressive muscle relaxation on medical students’test anxiety and attentional bias

BACKGROUND Test anxiety is prevalent among medical students and leads to impaired academic performance.Test-related attentional bias has been identified as an important maintaining factor in test-anxious individuals.AIM To evaluate whether hypnosis and progressive muscle relaxation(PMR)could modify medical college students’test anxiety and attentional bias.METHODS A total of 598 medical students were screened.The participants were divided into higher and lower test anxiety groups according to their scores on the test anxiety scale(TAS).Ninety medical college students with high TAS score were randomly assigned to a hypnosis or PMR group.Another 45 students with low TAS score were included,forming a baseline control group.The intervention was conducted weekly for 6 wk,and each session lasted approximately 30 min.The total intervention time and the number of intervention sessions for the hypnosis and PMR groups were equal.Data were collected at the pretest,posttest,and 2-mo follow-up.RESULTS Hypnosis group participants had a significantly lower TAS score at posttest(t=-21.827,P<0.001)and at follow-up(t=-14.824,P<0.001),compared to that at pretest.PMR group participants also had a significantly lower TAS score at posttest(t=-10.777,P<0.001)and at follow-up(t=-7.444,P<0.001),compared to that at pretest.At the posttest level,the hypnosis group had a significantly lower TAS score than the PMR group(t=-3.664,P<0.001).At the follow-up level,the hypnosis group also had a significantly lower TAS score than the PMR group(t=-2.943,P=0.004).Clinically significant improvement was found in both the hypnosis and PMR groups(hypnosis=64.0%;PMR=62.22%).Hypnosis was more effective than PMR in reducing test anxiety among medical college students.Hypnosis could modify attentional bias toward threatening stimuli,but PMR could not.CONCLUSION These results suggest that attentional bias plays an important role in test anxiety treatment.

Oral but not written test anxiety is related to social anxiety

AIM To examine the associations of test anxiety(TA) in written vs oral exam situations with social anxiety(SA).METHODS A convenience sample of 204 students was recruited at the Technische Universit?t Dresden(TU Dresden,Germany) and contacted via e-mail asking to complete a cross-sectional online survey based on established questionnaires.The study protocol was approved by the ethics committee of the TU Dresden.Full data of n = 96 students were available for dependent t-tests and correlation analyses on the associations of SA and TA respectively with trigger events,cognitions,safety behaviors,physical symptoms and depersonalization.Analyses were run using SPSS.RESULTS Levels of TA were higher for fear in oral exams than for fear in written exams(M = 48.1,SD = 11.5 vs M = 43.7,SD = 10.1 P < 0.001).Oral TA and SA were positively correlated(Spearman's r = 0.343,P < 0.001;Pearson's r = 0.38,P < 0.001) contrasting written TA and SA(Spearman's r = 0.17,P > 0.05;Pearson's r = 0.223,P > 0.05).Compared to written TA,triggerevents were more often reported for oral TA(18.2% vs 30.3%,P = 0.007);which was also accompanied more often by test-anxious cognitions(7.9% vs 8.5%,P = 0.001),safety behavior(8.9% vs 10.3%,P < 0.001) and physical symptoms(for all,P < 0.001).CONCLUSION Written,but not oral TA emerged being unrelated to SA and may rather not be considered as a typical facet of SA disorder.

ELIMINATE MEASUREMENT ERROR ATTRIBUTABLE TO TEST ANXIETY

This paper illustrates students' test anxiety attributable to test itself from four aspects of testing procedure — planning, preparing, administrating, and scoring. It is the test anxiety that impedes effective and successful testing performance of students and further causes measurement error. All educators endeavor to eliminate measurement error and expect no biased results or decisions based on students' observed scores. Therefore, suggestions to solve such problems are provided here.

Neurofeedback Treatment of College Students' Test on Anxiety, Depression, Personality, and Mood

Biofeedback is used to treat the mental diseases of college students, such as test anxiety, depression, personality, and mood. Anxiety of the colleague students was first tested by test anxiety scale （TAS） and then treated by biofeedback. After getting the biofeedback treatment, the students＇ TAS scores, blood volume pulse, and skin conductance were decreased, especially, their TAS scores dropped markedly. Meanwhile, the level of EEG （61 rhythm/a rhythm） and peripheral temperature increased observably. Then, neurofeedbaek （β1 rhythm/α rhythm） was applied to treat students＇ depression, personality, and mood. As a result, these three kinds of symptoms got alleviated. And their therapeutic effects based on neurofeedback were more stable, durative and less reerudescent.

Analysis of licensure examination anxiety and its influencing factors among undergraduate nursing students

Background:Examination anxiety is a concern for educational policymakers because of the impact it can have on the overall outcome of the performance of the candidates who partake in such examinations.Aim:The aim of this study is to determine the examination anxiety level of students of Nursing and Midwifery College,Agogo,and Presbyterian University College and to evaluate the factors affecting them.Materials and Methods:A total of 160 undergraduate nursing students comprising 80 degree and 80 diploma students were conveniently sampled for the study.The study was conducted in September 2019 using a descriptive cross-sectional design.The Westside Test Anxiety Scale was used to measure examination anxiety among the participants.A researcher-designed questionnaire in which participants responded to a three-point Likert scale was used to assess factors influencing examination anxiety.Results:The findings of the study showed that test anxiety was higher among the diploma candidates(M=3.60)than the degree candidates(M=2.95)and the difference was statistically significant(P=0.024).Demographic characteristics such as age(P=0.009),sex(P=0.003),study hours per day(P=0.001)were found to be significantly associated with test anxiety.The factors found to influence examination anxiety among students were volume of materials to study(P=0.044),level of preparation(P=0.005)perceived difficulty of the questions(P=0.033)and myth about examinations(P=0.000).The perceived importance of the examination(P=0.057)and schedule of the exams(P=0.68)did not influence examination anxiety.Conclusion:Candidates for the licensure examination organized by the Nursing and Midwifery Council of Ghana should be assessed for test anxiety and offered the necessary psychological support where necessary.