Exam Anxiety in School students

Muskan Agarwal

1-B

Enroll no.- A1506920362

Faculty guide- Dr. Anika Magan

ANXIETY

• “Anxiety is defined as vague, diffused, very unpleasant

feeling of apprehension and fear”.

• Anxiety is a feeling of diffuse vague and feelings of

apprehension and fear, has symptoms such as rapid heart rate,
shortness of breath, diarrhoea, loss of appetite, fainting, etc.

• Generalized Anxiety Disorder as a part of the Anxiety

disorder is a vague and unpleasant feeling of apprehension
towards no particular object. Symptoms include worry,
apprehension, hypervigilance- involves constant environment
scans for danger.

• Panic disorder as a part of anxiety disorder in which the

person has intense terror along with recurrent anxiety attacks.
Symptoms include shortness of breath, dizziness, choking,
nausea, palpitation, discomfort, losing control.

• Phobias yet another type of anxiety disorder are intense fears

which are related to specific people, situation or object.
EXAM ANXIETY

• Many individuals experience feelings of anxiousness, anxiety,

restlessness before exams or tests. A little restlessness or
anxiety would help a boost in performance. But when the level
of anxiety starts hindering the normal functioning of the body,
then it may cause serious anxiety related issues.

• Test anxiety is a psychological situation where in people

experience extreme anxiety and distress that it affects their
normal learning periods. Where anxiety can prove to be good
by becoming a performance booster it can also ruin the task by
making an individual blank on the simplest of the simple task.
Test anxiety impairs learning and resulting in the failure of test.

• Severity of anxiety varies from person to person. While some

may experience“butterflies” in their stomach while others may
sweat badly that it is very difficult for them to concentrate in
exams.

DSM CRITERIA

The DSM 5 criteria for Generalised anxiety disorder is:

- The presence of excessive anxiety and worry about a variety

of topics, events or activities. Worry occurs more often than
not for atleast 6 months and is clearly excessive,

- The worry is experienced as very challenging to control. The

worry in both adults and children may shift easily shift from
one topic to another.
- The anxiety and worry should be accompanied by atleast 3 of
the following physical or cognitive s symptoms:

1. Restlessness

2. Tiring easily, more fatigue than usual

3. Impaired concentration or the feeling that the mind goes

blank

4. Irritability

5. Increased muscle ache or soreness

6. Difficulty sleeping

TYPES OF ANXIETY DISORDER

There are five major types of anxiety disorders:

1. Phobias- they are intense fear of aversion to specific objects

or situations. Eg: Agoraphobia, Social phobia, etc

2. Panic Disorder- people with such disorders face panic

attacks. These are sudden feelings of terror when no real
danger is present.

3. Generalised Anxiety Disorder- people with this disorder face

anxiety for more or less six straight months.

4. Obsessive Compulsive Disorder- This disorder involves

frequent phases of obsessions and compulsions.

5. Post Traumatic Stress Disorder- This disorder involves

people who have been through or have seen a traumatic event.
PTSD may cause flashbacks to the event, trouble sleeping due
to nightmares, lonely feelings etc.
REVIEW OF LITERATURE

1. Kennedy, Rapee

(2009)

EFFECTS OF ANXIETY DISORDER ON THE

TEMPERAMENT OF PRESCHOOLAGED CHILDREN
WITH AFFECTED ANXIETY DISORDER PARENTS

From a group of students 71 participants were chucked out of

ages 3 and 4 who had been selected as they demonstrated high
level inhibition and the ones who had parents with current
anxiety disorder. They were subjected to an eight session
parent intervention or waitlist. At the border line all the
children were diagnosed with anxiety disorders. After 6 months
of follow ups, the children of intervention group possessed
reduction in anxiety disorder than the waitlist. Also greater
reduction of behavioural inhibition was showcased.

2. Stowell and Bennett

(2010)

EFFECT OF ONLINE TESTING ON EXAM ANXIETY

AND PERFORMANCE

Hypothesis constructed resulted that online testing would

reduce test anxiety and improve exam performance. For the
psychological testing, 69 students from a psychology course
were administered using a counterbalanced crossover design.
The results came were that the students who faced high level
anxiety on a pen paper test displayed a reduction in anxiety and
enhanced performance and scores.

3. Devine, Fawcett, Szűcs, Dowker

(2012)

GENDER DIFFERENCES IN MATHEMATICS

ANXIETY AND THE RELATION WITH
MATHEMATICS PERFORMANCE WHILE
CONTROLLING FOR TEST ANXIETY

Our examination has uncovered that optional younger students

experience MA. Significantly, young girls indicated more
elevated levels of MA than young boys and elevated levels of
MA were identified with more unfortunate degrees of
arithmetic execution. Besides, our investigation demonstrated
no sex contrast in arithmetic execution, not withstanding young
girls detailing more significant levels of MA. These outcomes
may recommend that young girls may have could possibly
perform in a way that is better than boys in arithmetic anyway
their exhibition may have been weakened by their more
significant levels of MA.

4. Segool, von der Embse. et al

(2014)
COGNITIVE BEHAVIORAL MODEL OF TEST
ANXIETY IN A HIGH STAKE CONTEXT- AN
EXPLORATORY STUDY

. The current investigation assesses an intellectual social model

of test uneasiness happening in a high-stakes setting utilizing
auxiliary condition demonstrating. An example of 1,248
secondary school understudies in six secondary schools
finished proportions of test tension, self-adequacy, school
atmosphere, seen test significance, and segment data to assess a
proposed test nervousness model that incorporeates
psychological cycles, learning encounters, segment attributes,
social setting, and natural possibilities as indicators
Suggestions for appraisal, treatment, and exploration with test
tension are thought of.

5. Taruna Malhotra

(2015)

EXAM ANXIETY AMONG SENIOR SECONDARY

SCHOOL STUDENTS

Consequences of the current examination show that solitary 22

percent of the senior auxiliary school understudies have a place
with elevated level of test uneasiness. 62 percent of them have
a place with ordinary level and 16 percent have a place with
low degree of test anxiety. Students may create dread for such
circumstances and grow high nervousness and some with low
disposition have low uneasiness. People with low and moderate
degrees of tension don't stress. people with elevated levels of
uneasiness will in general do more regrettable. Hence, center
around desires for disappointment
6. Angus S. McDonald

(2010)

THE PREVALENCE AND EFFECTS OF TEST

ANXIETY IN SCHOOL CHILDREN

This paper audits the writing on the predominance and impacts

of test nervousness on kids in mandatory instruction. Tests are
recognized as a significant wellspring of worry to numerous
kids, and the general pervasiveness of test uneasiness gives off
an impression of being expanding, conceivably because of
expanded testing in schools and weights related with this.
Investigations of youngsters are for the most part as per the
more extensive writing, specifically that test nervousness
hinders test execution, in spite of the fact that this is directed
by singular contrasts and the testing climate.

7. Grassi, Gaggioli, Riva

(2011)

NEW TECHNOLOGIES TO MANAGE EXAM ANXIETY

A Stress Inoculation Training-based convention tried if sight

and sound video content incited passionate changes and
decreased test uneasiness in college understudies. 75 members
participated in six trial meetings comprising of review
interactive media substance and performing unwinding works
out. Members were arbitrarily alloted to five trial gatherings: 1)
sound and video story on cell phone (UMTS); 2) sound and
video account on (DVD), 3) sound account on MP3 player
(M3), 4) sound account on (CD), 5) control gathering (CTRL).
Results demonstrated that sound/video content instigated a
critical decrease in test uneasiness and an expansion of
unwinding in understudies, contrasted with the sound just
substance.

8. Park, Jung-Hee

(2010)

THE EFFECTS OF CHILDREN’S EGO- RESILIENCE

AND SOCIAL SUPPORT ON EXAM ANXIETY AND
SCHOOL ADJUSTMENT

The point of this paper was to inspect the impacts of

youngsters' inner self versatility and social help on test anxiety
and school change. The consequences of this investigation
uncovered that the degrees of Ego-strength and social help
connected adversely with test uneasiness, and emphatically
with school adjustment. The impact of conscience versatility
on test tension was higher than that of social help and the
impact of sense of self flexibility on school change was like
that of social help.

9. Sohrabi, Mohammadi, Delavar

(2013)

ROLE AND EFFECTIVENESS OF MINDFULLNESS

EDUCATION ON STUDENTS EXAM ANXIETY

The current examination plan to decide the job and adequacy

of psyche completion training on understudies test nervousness
in Tabriz. Members of the exploration were entirety of the
understudies of secondary school in Tabriz from which an
example of 49 students through cluster random inspecting in
two gatherings of exploratory and witness were chosen.
Splillberger test tension test was utilized as the examination
instrument the exploration strategy was semi trial which was
acted in two test and witness gatherings. Results indicated that
mind cognizance instruction is a very compelling strategy to
diminish test uneasiness and furthermore it tends to be helpful
on account of tension fervor and acknowledgment factor.

10. Mary, Marslin et al.

(2014)

TEST ANXIETY LEVELS OF BOARD EXAMS GOING

STUDENTS IN TAMIL NADU, INDIA

The most recent report by the National Crime Records Bureau

has situated Tamil Nadu as the Indian state with most elevated
self destruction rate. The current investigation was directed to
dissect the degree of state uneasiness among board test going to
class understudies in Tamil Nadu, India. A gathering of 100
understudies containing 50 boys and 50 girls from tenth and
twelfth grades partook in the investigation and state uneasiness
before board tests was estimated by Westside Test Anxiety
Scale. In general, our outcomes demonstrating the
predominance of state nervousness among board test going
understudies in Tamil Nadu, India, uphold the ongoing
endeavor taken by Tamil Nadu government to improve
understudy's scholastic presentation in a more advantageous
way by selecting therapists in all administration schools.
11. Wigfield, S. Eccles

(2010)

TEST ANXIETY IN ELEMENTARY AND SECONDARY

SCHOOL STUDENTS

In this article, we surveyed the writing on the improvement of

test tension in elementary school going. Late hypothetical
conceptualizations of uneasiness are introduced. Intercession
systems for reducing on edge kids' lackluster showing in
evaluative circumstances are talked about. Significant issues
for future tension examination are introduced, including the
requirement for new proportions of youngsters' nervousness
and for a more careful evaluation of both individual contrasts
in how understudies experience uneasiness and the formative
course 0f the segments of tension.

12. Ping, Subramaniam, krishnaswamy

(2008)

TEST ANXIETY: STATE, TRAIT AND RELATIONSHIP

WITH EXAM SATISFACTION
Test tension is characterized as the response to improvements
that is related with a person's insight of testing or assessing
circumstances. This investigation expects to analyze the change
example of tension side effects during a clinical assessment
and its relationship with fundamental nervousness qualities. All
indications aside from shuddering topped 10 minutes before the
test started demonstrating a descending movement with no
resurgence from there on. Understudies with prior nervousness
qualities had high uneasiness scores 10 minutes into the
assessment and keeping in mind that with the analysts.
13. Sari

(2019)

MINDFULNESS TRAINING TO REDUCE EXAM

ANXIETY IN ELEMENTARY STUDENTS

These days, nervousness issue is confronting not only the

grown-ups. Youngsters are additionally confronted with
circumstances when tension shows up. With respect to the
issue, this exploration centers around nervousness experienced
by understudies from the fourth and fifth types of primary
school. This examination indicated that the care preparing can
diminish the degree of test tension in the exploratory gathering
better in correlation with the benchmark group. It is seen
through the combined t-test results with the centrality level of
0.000, which is more modest than the criticalness standard of
0.05. The autonomous t-test for the pre-test results acquired at
the test and control bunches demonstrated the critical degrees
of 0.488 and 0.482, which is greater than the centrality
standard.

14. W.Mulvenon, E.Stegman, Ritter

(2009)

TEST ANXIETY: A MULTIFACETED STUDY ON THE

PERCEPTIONS OF TEACHERS, PRINCIPALS,
COUNSELLORS, STUDENTS AND PARENTS

A quick audit of the scholarly writing and public news sources

on the effect of state sanctioned testing uncovered a plenty of
episodic instances of understudies encountering disease,
tension, and elevated degrees of stress all ascribed to the
organization of these assessments.. The outcomes from these
examinations recommend that the vast majority of the "risks"
of state administered testing are exaggerated and distorted and
that most understudies, guardians, directors, and advisors
esteem these tests and don't report expanded degrees of stress
or tension.

15. C.Beidel. M.Turner

(2010)

COMORBIDITY OF TEST ANXIETY AND OTHER

ANXIETY DISORDERS

Elementary younger students with clinically huge test tension,

as controlled without anyone else report and a clinical meeting,
were evaluated for the occurrence of different apprehensions
and nervousness. The outcomes demonstrated that test-on edge
kids revealed a greater number of fears and general concerns
than their non-test-restless friends. True to form, the test-on
edge kids experienced more negative comprehensions and
abstract pain when stepping through an examination. The
outcomes are talked about as far as the relationship of text
nervousness to more inescapable tension conditions, DSM-III
uneasiness problems, and the utility of test tension as a pointer
of the presence of these more unavoidable tension states.

DISCUSSION AND CONCLUSION

Anxiety is a tendency of diffuse, questionable and feelings of

nervousness, has indications, for instance, quick heartbeat,
shortness of breath, diarrhea, loss of appetite, fainting, etc. In a
nutshell, Generalised Anxiety Disorder as a part of the Anxiety
issue is an unpleasant and bothersome slant of fear towards no
particular thing. Its signs include concern, dread and
hypervigilance (incorporates steady atmosphere inspects for
danger).
Test uneasiness is a mental circumstance wherein individuals
experience extraordinary nervousness and trouble that it
influences their ordinary learning periods. Where anxiety can
prove to be healthy by enhancing the performance, likewise, it
can destroy the errand by making an individual clear on the
least complex of the basic assignment. Test anxiety disables
learning and bringing about the disappointment of test.
Devine, Fawcett, Dowker and Szucs in their studies in 2012
revealed that girls had experienced higher levels of MA than
boys. Due to this, they performed slightly poorer in their tests.
However, their studies did not reveal any gender differences in
mathematics performance.

Park and Jung-Hee in their study in 2010 showed that children

with greater ego-resilience and social support experienced
lower levels of exam anxiety.
A portion of the elements that cause exam anxiety are
identified with absence of preparation for the tests and
additionally wrong test readiness, fear of negative assessment,
terrible encounters on past tests, time restriction and the
quantity of things remembered for the test and the trouble with
course content. As per the review, exam anxiety offers ascend
to physical and mental issues too. It influences inspiration,
fixation and accomplishment contrarily, expands blunders
during the test, makes issues reviewing the material recently
learned and forestalls proficient investigation.
Anxiety can happen whenever and in any circumstance.
Individuals may confront pre-test nervousness which prompts
the fizzle in memory re-calls. Tension probably won't occur
just in explicit circumstances or just in a particular age
gathering. Nervousness can be felt by youngsters as well.

KEY LEARNINGS
 Anxiety refers to the feelings of nervousness and fear
that any individual can face.
 Anxiety up to some level is considered healthy as it can
lead to the enhancement of the performance of an
individual. On the other hand, when anxiety symptoms
cross the optimum level, it can lead to a disorder which
is considered harmful for the normal body functioning.
 A numerous psychologists, doctors, analysts and
physicians have worked on the concept of ANXIETY.
After extensively researching on this topic, they
discovered a concept such as ANXIETY DISORDER.
 Exam anxiety is referred to as an extensive fear and
feelings of nervousness before or during an
examination.
 Students with low and high anxiety responds to the
exam in their unique ways.
 Anxiety can now and again prompt fizzle in the
memory review and subsequently the individual can
confront pre-test nervousness.
 Researches have revealed that coping with anxiety can
lead to enhancement of the performance.