Test anxiety intervention and uncertain control

Increasing a student's sense of being in control is an important factor in reducing test anxiety, according to a study published in School Psychology Quarterly, which reports the findings of an intervention to reduce test anxiety in secondary school students who are preparing for high-stakes exams.

Fifty-six Year 10 and 11 students (the equivalent of 9th and 10th graders in the U.S.) from two secondary schools in urban areas of England participated in the study and were randomly allocated to one of two intervention groups: an early intervention group (n=25), or a wait-list control group (n=31). The intervention comprised six sessions which used both cognitive and behavioral approaches, delivered over six weeks (one session per week).

David W. Putwain and Marc Pescod measured test anxiety (using the Revised Test Anxiety Scale) and uncertain control (using the Motivation and Engagement Scale) for all participants at three time points: a baseline measurement before either group had received the intervention; after the early intervention group had received the intervention; and after the wait-list control had received the intervention.

The results suggest that after receiving the intervention, students showed a moderate reduction in the worry and tension components of test anxiety and uncertain control.

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