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The Instincts as the Subject, Mechanism, and Means of Education
Published in L.S. Vygotsky, V.V. Davydov, Silverman Robert, Educational Psychology, 2020
As a general and unquestionable psychological rule, it should be declared that tests and all such techniques always produce an entirely false and distorted picture of behavior and, for the most part, tend to have a diminishing and distorting effect on the system in which the reactions are reproduced. The reverse case, when test anxiety serves as a stimulus for extraordinarily sharp recall and quickness of response should, naturally, be well known to the reader, though, from the psychological point of view, this, too, is unnatural.
Imagery and the Treatment of Phobic Disorders
Published in Anees A. Sheikh, Imagination and Healing, 2019
Beverly K. Habeck, Anees A. Sheikh
The efficacy of REI has been challenged experimentally [103]. The REI technique was found to be not as effective in reducing test anxiety as the RET technique which relies primarily on in vivo verbalizations and self-talk [103].
Breath work, autogenics, progressive muscle relaxation
Published in Hilary McClafferty, Mind–Body Medicine in Clinical Practice, 2018
Over time, she incorporated the 4-7-8 breath into her daily routine and began to use it in acute situations at school when she began feeling out of control. By the second month of practice, she was beginning to notice an encouraging difference in her symptoms of anxiety. She was able to successfully return to classes after the winter break for the first time since elementary school and saw an overall improvement in academic performance as the semester progressed. She found it especially helpful in reducing test anxiety. She continued to use the breathing technique at bedtime to help her fall asleep and when she woke in the night.
Kathleen Mears Memorial Lecture: The View from Here – A Perspective on Neurodiagnostic Technology
Published in The Neurodiagnostic Journal, 2020
My advice for technologists contemplating taking a credentialing exam: You should most certainly do it! Do not fear failure, fear regret! There are consequences of procrastinating! So many times over the years I heard this story: “I have been in the field for many years, I never took an exam (or I tried once and failed and never tried again). Now we have a new administrator and we all have to become credentialed or lose our jobs.” Don’t wait for this to happen! Test anxiety is common but the way to get through it is to plan ahead and set aside adequate time to study. Don’t cram; just a few minutes every day will help you retain information. Make sure you have acquired the required number of CEUs, years of experience and documented recordings.
Effectiveness of mindfulness-based coloring for university students’ test anxiety
Published in Journal of American College Health, 2020
The findings in this study are not without limitations. First, similar to the previously conducted university studies,10,13 the majority of participants in this study were female; therefore, it was not possible to examine gender differences. When compared with males, females tend to report higher trait test anxiety;52,53 given that students who were recruited to participate in this study were more likely to experience test anxiety, this finding is not surprising. Future studies should include a more balanced gender sample to determine if the gender differences found in elementary and high school persist in university. Second, although we had clear decreases in test anxiety following the 2 coloring activities, this study took place in a controlled setting and did not include a test that was specific to what the students were studying. Future studies should include an actual testing situation to determine if this intervention is as effective with severe test anxiety. In addition, this study used a measure of state anxiety prior to a test. The majority of test anxiety measures assess traits of test anxiety; therefore, future studies should consider the effect of this intervention over time to accurately assess test anxiety traits in addition to test anxiety states. Third, it would be helpful to include a multiple factor measure of mindfulness. Although 2 measures of mindfulness were included in this particular study to triangulate the data, these measures are not multiple factor measures of mindfulness and future studies should consider examining the particular elements of mindfulness associated with these changes.
Medical students' perception of test anxiety triggered by different assessment modalities
Published in Medical Teacher, 2018
Salman Y. Guraya, Shaista S. Guraya, Fawzia Habib, Khalid W. AlQuiliti, Khalid I. Khoshhal
Test anxiety refers to a situation-specific trait accounting for varying intrinsic responses to the perceived threats by examinations (Spielberger 1966). More precisely, test anxiety reflects a fear of failure or a threat to ego that would hurt self-esteem in case of failure in examination. The prevalence of test anxiety among medical students is estimated to range from 25–56% (Dyrbye et al. 2011; Yusoff et al. 2013). A construct of factors have been proposed to play significant role in test anxiety such as fear of consequences, markers of self-prestige, judgements by others, and competition to achieve the desired goals (Denscombe 2000).