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Zamira Hyseni Duraku, Jon Konjufca, Linda Hoxha, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi & Shkurtë Bajgora. (2023) Reducing STEM test anxiety through classroom mindfulness training for lower secondary school children: a pilot study. International Journal of Adolescence and Youth 28:1.
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Huma Akram & Abbas Hussein Abdelrady. (2023) Application of ClassPoint tool in reducing EFL learners’ test anxiety: an empirical evidence from Saudi Arabia. Journal of Computers in Education 10:3, pages 529-547.
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Nandang Hidayat & Iyan Irdiyansyah. (2023) Optimizing Academic Achievement through Comprehensive Integration of Formative Assessment into Teaching. European Journal of Educational Research 12:1, pages 71-85.
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Ali Abbasi, Milad Bazghaleh, Nasrin Fadaee Aghdam, Mohammad Hasan Basirinezhad, Ahmet Tanhan, Rasoul Montazeri & Seyedmohammad Mirhosseini. (2022) Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi‐experimental study. Nursing Open 10:1, pages 165-171.
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Zayar Linn, Yasura Tashiro, Kunimasa Morio & Hiroki Hori. (2022) Peer evaluations of group work in different years of medical school and academic achievement: how are they related?. BMC Medical Education 22:1.
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Majed Mohammed Wadi, Muhamad Saiful Bahri Yusoff, Ahmad Fuad Abdul Rahim & Nik Ahmad Zuky Nik Lah. (2022) Factors influencing test anxiety in health professions education students: a scoping review. SN Social Sciences 2:9.
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Majid Badrian, Leila Bazrafkan & Mahsa Shakour. (2022) Medical science students’ experiences of test anxiety: a phenomenological study. BMC Psychology 10:1.
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Ayesha Aktar, Nooreen Noordin & Lilliati Ismail. (2021) The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia. Pertanika Journal of Social Sciences and Humanities 29:S3.
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Emmanuel Henry Litam Dy, Alex Jasper Tan & Denis Dyvee Errabo. (2021) Students's Perceptions and Anxieties towards e-Assessment: Implications for Online Classroom Delivery. Students's Perceptions and Anxieties towards e-Assessment: Implications for Online Classroom Delivery.
Azar Babaahmadi, Elham Maraghi, Soraya Moradi & Shima Younespour. (2021) Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group. Shiraz E-Medical Journal 22:11.
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Sekh Thanprasertsuk, Tanoo Jumrustanasan, Laksanaree Somboonkusolsil, Sirawit Khwanjaipanich, Jirawin Sukkee, Pasakorn Watanatada, Shaun Peter Qureshi & Saknan Bongsebandhu-phubhakdi. (2021) The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students. Advances in Physiology Education 45:2, pages 369-375.
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Sadaf Mojarrab, Leila Bazrafkan & Azita Jaberi. (2020) The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran. BMC Medical Education 20:1.
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Emily H. Frisch, Param Bhatter, Logan W. Grimaud, Ekaterina Tiourin, Julie H. Youm & Milton L. Greenberg. (2020) A preference for peers over faculty: implementation and evaluation of medical student-led physiology exam review tutorials. Advances in Physiology Education 44:4, pages 520-524.
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