Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010

Authors


Correspondence to: Nathaniel von der Embse, Department of Psychology, East Carolina University, Greenville, NC 27858. E-mail: vonderembsen@ecu.edu

Abstract

High-stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test-anxiety interventions. Results indicate that there are few studies that have examined test-anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced-based test anxiety interventions.

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