Does Expressive Writing or an Instructional Intervention Reduce the Impacts of Test Anxiety in a College Classroom?

Autor/inn/en	Myers, Sarah J.; Davis, Sara D.; Chan, Jason C. K.
Titel	Does Expressive Writing or an Instructional Intervention Reduce the Impacts of Test Anxiety in a College Classroom?
Quelle	In: Cognitive Research: Principles and Implications, 6 (2021), Artikel 44 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-7464
DOI	10.1186/s41235-021-00309-x
Schlagwörter	Writing (Composition); Self Expression; Test Anxiety; Intervention; Psychology; Classroom Environment; Academic Achievement; College Students + Suchen Sie Ihr Suchwort? Schreibübung; Ausdruck; Examination phobia; Testangst; Prüfungsangst; Psychologie; Klassenklima; Unterrichtsklima; Schulleistung; Collegestudent
Abstract	Test anxiety is a major concern in education because it causes uncomfortable feelings in test-anxious students and may reduce the validity of exam scores as a measure of learning. As such, brief and cost-effective interventions are necessary to minimize the negative impact of test anxiety on students' academic performance. In the present experiment, we examine two such interventions: expressive writing (Experiment 1) and an instructional intervention (Experiment 2), with the latter developed from a similar intervention for stereotype threat. Across four authentic exams in a psychology class, students alternated between completing the intervention and a control task immediately before completing the exams. Neither intervention was effective at reducing test anxiety or improving exam performance. The present results suggest that these interventions may not be successful in addressing the impacts of test anxiety in all classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01