An international systematic literature review of test anxiety interventions 2011–2018

ABSTRACT

Across different countries, age ranges, and assessment regimes, a high level of test anxiety has been identified as posing a risk to student academic achievement and wellbeing. The present study provides a rigorous systematic review of the international evidence on test anxiety interventions in the period 2011–2018. The present review identifies eleven studies as meeting the inclusion criteria, showing a wide range of school-based test anxiety interventions, from different countries, with varying degrees of psychological underpinnings, duration and outcomes. The general pattern of findings suggests that there continues to be the lack of collaboration with the school site to promote test anxiety interventions at school level in ways that are purposeful, practical, stigma-free and with the view of upskilling staff. The review provides valuable evidence for parents and professionals such as school psychologists and counsellors to intervene to reduce the effects of test anxiety and optimise the experience of educational assessment. Future research should explore innovative ways to continue to promote effective test anxiety interventions in collaboration with school and stakeholders.

KEYWORDS:

• Test anxiety
• exam anxiety
• mental health
• school-based intervention
• educational psychologist
• school psychologist

Disclosure statement

No potential conflict of interest was reported by the authors.