Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010

Autor/inn/en	von der Embse, Nathaniel; Barterian, Justin; Segool, Natasha
Titel	Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010
Quelle	In: Psychology in the Schools, 50 (2013) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21660
Schlagwörter	High Stakes Tests; School Effectiveness; Intervention; Behavior Modification; Therapy; Secondary School Students; Priming; Cognitive Restructuring; Expertise; School Psychologists; Test Anxiety; Counselor Role; Biofeedback; Educational Research + Suchen Sie Ihr Suchwort? Schuleffizienz; Behaviour modification; Verhaltensänderung; Therapie; Sekundarschüler; Expert appraisal; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Examination phobia; Testangst; Prüfungsangst; Bildungsforschung; Pädagogische Forschung
Abstract	High-stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test-anxiety interventions. Results indicate that there are few studies that have examined test-anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced-based test anxiety interventions. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10