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School-Based Intervention for Test Anxiety

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Abstract

Background

With children today being tested at younger ages, test anxiety has an earlier onset age. There is relatively limited research on test anxiety management programs with elementary school children. The theoretical basis for this nonrandomized pre-post intervention study is grounded in cognitive and behavioral interventions for test anxiety found to be efficacious with children.

Objective

The purpose is to examine the impact of a school-based test anxiety prevention program on a sample of Singaporean fourth grade students relative to their levels of academic achievement and to identify active treatment components.

Methods

115 children aged 9–12 were assigned to group-based cognitive-behavioral treatment (n = 58) or control condition (n = 57). They completed the Children’s Test Anxiety Scale and Cognitive-Behavioral Skills Checklist at pre-, post-treatment, and 2 months’ follow-up. Anxiety ratings were hypothesized to be lower for the intervention than the control group at post-treatment. Skills that contributed to treatment outcomes were identified.

Results

A mixed-design analysis of variance revealed significant test anxiety reduction with medium treatment effect that was maintained for the intervention group across time. There was no change in the control group. Behavioral skills (e.g., relaxation exercises, study skills) contributed to treatment outcomes. Cognitive skills such as calming self-talk did not.

Conclusions

The study provided preliminary evidence on the utility of brief, school-based anxiety interventions in test anxiety prevention for children. It added credence to adopting behavioral over cognitive strategies in treating test anxious children. Children with severe test anxiety at baseline benefited particularly from treatment.

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Author information

Authors and Affiliations

  1. Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Lay See Yeo & Gregory Arief D. Liem

  2. Singapore Prison Service, Singapore, Singapore

    Valerie Grace Goh

Authors
  1. Lay See Yeo
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  2. Valerie Grace Goh
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  3. Gregory Arief D. Liem
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Correspondence to Lay See Yeo.

Appendix: Cognitive-Behavioral Skills Checklist (CBSC)

Appendix: Cognitive-Behavioral Skills Checklist (CBSC)

Circle the answers that best describe the amount of activities you do when you feel anxious in a test or exam situation.

 

Never

1–2 times per month

1–4 times per week

Almost everyday

1. I practice “balloon” breathing.

    

2. I say positive things to myself to stay calm.

    

3. I follow my own timetable at home.

    

4. I practice relaxing my muscles.

    

5. I think of a special memory to feel calm and good.

    

6. I pay attention to how my body is “feeling”.

    

7. I practice breathing and say positive things to myself at the same time.

    

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Yeo, L.S., Goh, V.G. & Liem, G.A.D. School-Based Intervention for Test Anxiety. Child Youth Care Forum 45, 1–17 (2016). https://doi.org/10.1007/s10566-015-9314-1

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