Test Anxiety

Abstract

Research shows that test anxiety exists, causes decreases in performance, and can be treated. Currently, four models used to explain the phenomenon of test anxiety dominate the literature. These models and a variety of treatment methods are reviewed. An intergrative model is proposed which incorporated cognitive attentional variables (i.e., negative self-talk, worry thoughts, task irrelevant thinking and physiological reactions), deficits in study skills (i.e., inadequacies in the acquisitions, organization or retrieval of information), and social learning factors (i.e., self-esteem, locus of control, test-taking self-efficacy and outcome expectations). Goals for future studies are described.