Browsing by Subject "Test anxiety"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item A cognitive modification program for the reduction of test anxiety(Texas Tech University, 1980-08) Smithy-Willis, Deborrah LynnNot availableItem Assessing the effectiveness of a computer-based, online social-networking intervention for adolescents with test anxiety(2010-08) Baker, Richard Wes, 1977-; Sander, Janay Boswell; Keith, Tim Z.; Stark, Kevin D.; Robinson, Dan; Spinuzzi, ClayThis dissertation investigated the effectiveness of a newly designed intervention for adolescents with test anxiety. This CBT-based intervention is comprised of two parts: self-guided psychoeducational computer modules, and an online social networking group. The intervention was designed to provide adolescents with an effective means of reducing test anxiety symptoms, delivered through a familiar medium—the Internet. This study was conducted in classrooms in Houston, TX, with high school student participants. Participants were randomly assigned to one of three groups: those receiving the computer modules component only, those receiving the computer modules and social networking group, and those receiving no treatment (control). Test anxiety levels were assessed with the self-report Test Anxiety Inventory (Spielberger, et al., 1980). Changes in test anxiety levels over time were compared to changes in a measure of academic achievement. The author compared changes in test anxiety level among the three groups using repeated measures ANOVA. It was hypothesized that participants in the two treatment groups would show improvements in test anxiety symptoms over time, while those in the control condition would not. It was further hypothesized that decreases in test anxiety symptoms would correlate with increases in academic achievement. Participants in all three groups showed some decrease in anxiety symptoms. There were no statistically significant differences between groups; however, there were some intriguing trends in the computer module only group, which showed a clinically meaningful, but not statistically different, decrease in anxiety. There was no association between changes in test anxiety symptoms and academic achievement. Results of this study suggest that this intervention may not currently present an effective option for treating the symptoms of test anxiety. Results may be used to make data-driven improvements to address the limitations and unforeseen weaknesses of this intervention approach.Item Cognitive content specificity of test anxiety and depression in college women(2007-12) Fishel, Maria Nicholaevna, 1972-; Tharinger, Deborah J.Anxiety and depression are debilitating disorders that often co-occur. Their differentiation has important ramifications for theory and treatment. Beck's (1976) Cognitive Content Specificity (CCS) hypothesis proposes that depression and anxiety are characterized by unique cognitive profiles that should be reflected, among other variables, in their cognitions. Further, the Balanced States of Mind model (BSOM; Schwartz, 1997) asserts that the cognitive ratio of positive to the sum of positive and negative cognitions is implicated in distinguishing various levels of pathology from optimal functioning. The present study used a cross-sectional design to compare the differentiating abilities of the CCS hypothesis and the joint CCS/BSOM model by examining depression and test anxiety-relevant positive and negative cognitions separately versus the BSOM cognitive ratios. Additionally, the specific interval predictions of the BSOM model were tested for test anxiety and depressive content. Four groups of college women were selected from a larger sample of college women from a large public university: Depressed (n = 51), Test Anxious (n = 51), "Mixed" Depressed and Test Anxious (n = 51), and Control (n = 51). Findings indicated that the Depressed Group differed from Test Anxious Group on test anxious and depressive negative cognitions and BSOM ratios. Consistent with previous literature, positive anxious content yielded less specificity, as it failed to discriminate between test anxious and depressed groups. While the "Mixed" group was most dysfunctional, Controls showed a least dysfunctional cognitive profile on both cognitions and cognitive ratios. Thus, the quantitative parameters of the BSOM model with varying content were partially validated, with depressive content not fitting the predictions as well as test anxious content. Results support the integration of the CCS and BSOM models and the use of a specific anxiety disorder (i.e., test anxiety) as ways to improve depression-anxiety differentiation in nonclinical populations. Theoretical and treatment implications are highlighted, and limitations are discussed.Item Dispositional coping strategies, optimism, and test anxiety as predictors of specific responses and performance in an exam situation(Texas Tech University, 2003-08) Baker, Jason J.Since testing situations may be very stressful and aversive for students (Edelmann & Hardwick, 1986), researchers have Investigated the roles that coping strategies, test anxiety, and optimism play In determining outcomes in testing situations. Research has found exam performance to be positively associated with problem-focused coping (Zeidner, 1995) and optimism (Lee, Ashford, & Jamieson, 1993), and negatively associated with test anxiety (Seipp, 1991). However, research has generally failed to Investigate the coping strategies used the day before an exam, or anxiety levels experienced by students during this time period. The present study examined some of the factors that contribute to students' reactions and performance in an exam situation. Students enrolled In Introductory psychology courses completed measures of dispositional coping, test anxiety, optimism, and negative affectlvity at the beginning of the semester. Students also completed measures of situational (exam-specific) coping and pretest state anxiety the day before an Introductory psychology exam. As hypothesized, dispositional measures of coping and test anxiety were associated with exam-specific measures of coping and pretest state anxiety. Consistent with prior research, for women, exam scores were positively associated with optimism and negatively associated with test anxiety. Contrary to prior research, no relationship was found between coping strategies and exam scores. Consistent with previous research (Hart & Hinter, 1995), for women, optimism was positively associated with reflective coping (i.e., planning and reflecting upon the problem) and negatively associated with test anxiety and reactive coping (i.e., behaviors that distort coping efforts). For men, optimism was negatively associated with suppressive coping (i.e., behavioral avoidance). For women and men, test anxiety was positively associated with reactive coping, while pretest state anxiety was positively associated with suppressive coping. Consistent with previous research (Hong & Karstensson, 2002), women reported higher levels of test anxiety than men. Women also reported significantly higher levels of dispositional reactive coping than men. Contrary to prior research, the results did not support the hypothesized relationship between reflective coping and test anxiety. The Implications for psychological Interventions, as well as possible areas for future research, are discussed.Item The impact of expressive writing on test anxiety(2012-05) Nering, Vanessa; Schallert, Diane L.; Robinson, DanielThe study attempted to assess whether test anxiety could be successfully managed using an expressive writing or meditation anxiety reduction technique, and whether these results would be maintained one week following the manipulation. Three administrations of the Test Anxiety Inventory were collected one week before, directly after, and one week following the assignment of participants to one of three study test conditions: meditation, expressive writing, and a control (narrative account of the previous day’s events). The students were given a 24-question GRE practice exam to simulate a high-stakes test environment. Repeated measures ANOVA and ANCOVA were performed to test the effectiveness of the intervention. Relationships between GPA, procrastination, test-preparedness, and test anxiety were examined, as were the correlations among depression, worry, and test anxiety. The results of the main and exploratory analyses did not indicate any significant differences across the three conditions. Suggestions for future research include incorporating a more robust version of the treatment, recruiting more participants reporting high anxiety at baseline, and utilizing test conditions in which the participants are more invested.