A four-stage model of evaluation anxiety incorporating ability, affective, cognitive, and performance variables was tested in the context of a career-related oral examination among enlisted U.S. Army personnel. Results show the influence of dispositional anxiety, preexamination anxiety, self-efficacy, and negative thoughts before and during the…

Assessed the degree to which components of test-taking strategies, covert self-statements, and subjective anxiety during an exam provide increments in prediction of test performance of undergraduates (N=72). Results showed that only test-taking strategies provided a significant increment to multiple-choice and essay test performance but not math…

Compared effectiveness of counterconditioning and self-control models of systematic desensitization in reducing targeted and nontargeted anxieties. Treatments were equally effective in reducing and maintaining reduction of targeted anxiety, debilitating test anxiety. (Author)

A followup investigation of effects of self-control interventions on targeted (test) and nontargeted anxieties showed maintenance of nontargeted anxiety reduction. Subjects reported less nontargeted anxiety than controls. Differences on nontargeted anxiety measures approached significance for subjects in modified desensitization. (Author)

Examined the effects of self-coping cognitive treatment for test anxiety delivered in a massed format and a spaced format. Ninety-three test-anxiety subjects were randomly assigned to one of three conditions: (a) workshop, (b) six-session treatment, or (c) control. Results suggest that this treatment is effective in treating test anxiety.…

Compared effects of relaxation as self-control and a self-control variant of systematic desensitization in reducing targeted (test anxiety) and nontargeted anxieties with those of wait-list and no-treatment expectancy controls. Groups given relaxation as self-control and modified desensitization reported less debilitating test anxiety than…

For test anxious subjects, both forms of anxiety management training (AMT) significantly reduced test anxiety compared with controls. For speech anxious subjects, both forms of AMT reduced speech anxiety; however, heterogeneous AMT lowered it more than homogeneous AMT. (Author/BEF)

Assigned 121 test-anxious college students to 1 of 4 conditions: telephone-contact; no-contact, stress-inoculation bibliotherapy; telephone-contact, wait-list control; and no-contact, wait-list control. Two experimental conditions were superior to control conditions in reducing subjective anxiety; telephone-contact and no-contact conditions were…

Investigated the relationship of math anxiety to test anxiety in 769 college students. Results indicated nonequivalent internal consistency and test-retest reliability for three math anxiety measures tested and small but significant sex differences in anxiety. Math anxiety measures were more closely related to each other than to test anxiety. (WAS)

Investigated factors related to math anxiety in college students. Results indicated math anxiety occurs frequently and is more likely to occur among women and students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores and higher levels of test anxiety. (Author/BEF)

Students with examination anxiety took part in study of effectiveness of two kinds of treatment, structured psychodrama and systematic desensitization, in reducing test anxiety. Results showed that subjects in both treatment groups significantly reduced test-anxiety scores. Structured psychodrama is as effective as systematic desensitization in…

Anxiety management training and self-control desensitization effectively reduced debilitating test anxiety and increased facilitating test anxiety. Follow-up demonstrated maintenance of debilitating test anxiety reduction. Subjects receiving treatment had significantly higher psychology grades. (Author)

Compared ability of three theoretical models (cognitive-attentional, cognitive-skills, social learning) to explain academic performance and test anxiety of 178 undergraduates. Found that variable sets from all models added unique variance to explain performance and test anxiety. Cognitive-attentional processes emerged as relatively more important…

Investigated factors associated with mathematics anxiety in 63 undergraduates who completed four anxiety measures prior to completing three math tasks. Results indicated math anxiety measures were more related to each other than to test anxiety. Ability, physiological and avoidance measures showed little relation to math anxiety. (JAC)

Compared the efficacy of two behavioral anxiety reduction techniques against "subconscious reconditioning," an empirically derived placebo method. Examination of within-group changes showed systematic desensitization produced significant reductions in test and trait anxiety, and remaining treatments and the placebo demonstrated…