Correlates, Causes, Effects, and Treatment of Test Anxiety
Open Access
- 1 January 1988
- journal article
- research article
- Published by SAGE Publications in Review of Educational Research
- Vol. 58 (1) , 47
- https://doi.org/10.2307/1170348
Abstract
Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.Keywords
This publication has 0 references indexed in Scilit: