Efficacy of Test-Wiseness on Test Anxiety and Reading Achievement among Black Youth

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Abstract
This investigation examined the effects of test-wiseness on test anxiety, self-concept, and standardized test results. Test-anxious subjects (60 black children in grade 6 and of lower socioeconomic status) experiencing high test anxiety, low self-concept, deficiency in test-taking skills, and reading two levels below appropriate levels were treated with three treatment procedures: test-wiseness skills, applied test-taking self-concept skills, or no treatment (non-experimental group). Three measures were used to assess the independent variables. The results showed that teaching test-wiseness was significantly effective in reducing test anxiety and improving test-score results; however, applied test-taking self-concepts were not significantly improved.

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