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Exams Anxiety

ContentsAbstract........................................................................................................................ 4

Introduction................................................................................................................ 6Background of the Study:...................................................................................................6

Problem Formulation........................................................................................................ 7

Problem statement:........................................................................................................... 7

Significance of the Study:.................................................................................................. 8

Theoretical framework ...................................................................................................... 8

Research objectives:......................................................................................................... 9

Secific objectives:.......................................................................................................... 9

Research !uestions and "yothesis......................................................................................9

#ain research !uestion.....................................................................................................9

"yothesis..................................................................................................................... 9

$iterature Review..........................................................................................................11

%ntroduction..................................................................................................................11

&'am An'iety............................................................................................................... 11

Prearation...................................................................................................................12

(nderstanding...............................................................................................................13

)orry......................................................................................................................... 15

Past Experiences...................................................................................................... 15

Fear of Results.............................................................................................................. 15

#ethodology................................................................................................................ 17

%ntroduction..................................................................................................................17

Research *esign............................................................................................................18

Poulation+Samle......................................................................................................... 19

Strategy of %n,uiry......................................................................................................... 19

#easurement of !uestions...............................................................................................20

%mortant Tasks by Resondents........................................................................................21

Problems and &rror in Survey............................................................................................21

#ethod....................................................................................................................... 21

-alidity and Reliability....................................................................................................22



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Reliailit! "tatistics.................................................................................................. 25

Analysis Procedure.........................................................................................................25

#easure$ent...........................................................................................................25

Analysis and research.....................................................................................................27Pearson .orrelation........................................................................................................28

#ultile Regressions......................................................................................................29

/ne Samle T Test......................................................................................................... 32

.onclusions..................................................................................................................33

Suggestions and Recommendations....................................................................................33

References................................................................................................................... 34



Exams Anxiety

Anxiety of Students while talking Exams

Submitted To:Sir Zia-ur-Rehman

Group embers

!ame Roll !o"

&htisham Ria0 12

#aryam 3ahangir 24

Sadia Altaf 25

#uhammad )asif 65

Sana #a,sood 71

Aiman 8ubair 92

B.B.A. 4th Semester (Morning) 2013-2017

I.B.A. !n"a# $ni%ersity& 'ahore



Exams Anxiety

Abstra#t

This research insects relationshi between factors that affect an'iety level of students while

taking e'ams or test Research on e'am an'iety has focused rimarily on eole for whom

academic or intellective evaluations are worrisome events A samle of ;91 students was

randomly selected from si' different deartments in (niversity of The Punjab An'iety is a

general term for several disorders that cause stress< tension< fear< uneasiness< and worrying

These disorders affect how we handle and behave during e'aminations The research focuses on

effects of five major indeendent variables derived from literature including Prearation<

(nderstanding< An'iety< )orry< Past &'eriences< and Fear of Results The statistical analysis of

data reflects understanding does not have any affect on the an'iety level of students while talking

e'am Prearation< )orry< Past &'eriences< and Fear of Results have effects on the an'iety level

of students while talking e'am

Key words: Preparation, Understanding, Anxiety, Worry, Past Experiences, and Fear of Results



Exams Anxiety

$!TR%&'(T$%!



Exams Anxiety

Intro!tion

Tests and e'aminations at all levels of education< esecially at higher education

level have been considered a major and owerful tool for decision making in our aggressive and fierce society8ollar and Ben=chain >;??1@ have the oinion that the

eriod in which we live is a test intended time in which the

lives of many eole are not only greatly affected< but are

also determined by their e'am erformance %t has beenfound that students regularly and consistently distinguished

e'amination as a source of increase in an'iety and a

situation affected with uncertainty+unfairness in lettingthem demonstrate their true results >8ollar C Ben=chain<

;??1D Sielberger< ;?59@ these feelings among studentsE limit their robable erformance

during the test situation< emerging in higher te't an'iety >"ill C )igfield< ;?57@ directly causingdro in the student achievement A study accomlished by icholson >211?@ to e'lore the

effects of test an'iety on student accomlishments of grade ;; students< disclosed that an'iety

and achievement are related to each other Test an'iety can be concetuali0ed as a situation=secific characteristic< namely as atemerament to react with heightened an'iety in the face of situations that are categorically

towards achievements >"oda< Glan0mann< C $au'< ;??9@ An'iety< then< interferes with

erformance in situations in which evaluative ressure heads some individuals to become overlyengrossed with the ossibility of failure and concerned about ossible negative reactions of adult

evaluators Such circumstances are really common in most elementary and secondary

classroomsD e'amles are classroom tests< e,uali0ed achievement tests< delivering to the teacher

or before the class< and new or difficult learning situations)a#kground of the Study:

Research on test an'ety has a long and useful and roductive history >for a brief ancient and old

overview< see 8eidner< ;??5@ )hile first studies relating to test

an'iety were coordinated as rior as ;?;7 >Folin< *emis< C

Smillie< ;?;7@< test an'iety assed into the stage of scientific

investigation under its own actual and real name in ;?92 when

#andler and Sarason >;?92D Sarason C #andler< ;?92@ ublished

chaters of studies on test an'iety and how it relates to

erformance and< besides< rovided researchers with an instrument

to assess individual differences in test an'iety in mature students<the Test An'iety !uestionnaire< which was followed a few years

later by an instrument to assess test an'iety in children< the Test An'iety Scale for .hildren

>Sarason< *avidson< $ighthall< )aite< C Ruebush< ;?H1@ These two ,uestionnaires became the

gold standard of test an'iety research and granted a sound basis for many advances in test

an'iety research in the years to come



Exams Anxiety

%n the H1s and early 41s< a number of concetual advances followed of which two turned out to

be seminal contributions for test an'iety research: the first was the distinction between an'iety

as a transitory state and an'iety as a stable ersonality trait >.attell C Scheier< ;?H;D

Sielberger< ;?H2< ;?42@ and the other distinction between two basic dimensions in the

e'erience of an'iety< namely fear < anic and emotionality >$iebert C #orris< ;?H4D #orris C$iebert< ;?41@ Following these theoretical advances< the 41s and 51s saw major advances in

model construction >articularly cognitive models of test an'iety and its effects on attention and

cognitive erformance@< research< and alications These advances resulted in a si0able body of

cumulative research findings as demonstrated by an increasing number of scientific ublications

on test an'iety that< from ;?92 to now< have concluded to a whole of over a ;<111 ublications

>8eidner< ;??5<@

*roblem +ormulation

)estern research on test an'iety has Iourished since the ioneering work of Sarason and

#andlerin ;?92%t has made imortant advances in all asects of investigation including theory

and concetuali0ation< assessment< and treatment #any latest reorts show that an'iety has the

great %F$(&.& /n the academic erformances of the students #ost students reort some

amount of test an'iety %t is different for each individual< but symtoms can include headaches<

sweating< nausea< fatigue< trouble sleeing and eating< fast and shallow breathing< muscle

tension< difficulty concentrating< and being overly aware of others finishing the test faster

"ancock >211;@ investigated the effects of studentsE test an'iety and teacherEs evaluation

ractices on studentsE achievement and motivation at ost the secondary level

"e found statistically significant results which revealed that all students< esecially students with

high an'iety level< erformed oorly and were less motivated to learn Thus he concluded thatthat when students who are articularly test=an'ious are e'osed to a highly evaluative

assessment environment in their educational institution< they erform oorly and are less

motivated to erform >"ancock< 211;@ A research study conducted by .assady C 3ohnson

>2112@ to investigate the effect of cognitive test an'iety on studentsE academic erformance and

found that cognitive test an'iety e'erts a significant stable and negative imact on academic

erformance measures Albero< Brown< &liason C )ind >;??4@< on the basis of their research

study< concluded that students having high test an'iety had significantly lower scores /ludie

>211?@ conducted a study to e'lore how test an'iety affects studentsE erformance levels in the

sciences< esecially in Physics< and estimated that low test an'ious students did better than high

test=an'ious students on both numerical and non=numerical e'ercises in Physics

*roblem statement:

To e'amine the imact of an'iety of the students of (niversity of the Punjab by e'amining four

variables which are:=

• Prearation

• (nderstanding

• )orry



Exams Anxiety

• Past e'eriences

• Fear of results

Signifi#an#e of the Study:

This study is useful for teachers and universities because it rovides insight about e'am an'iety

otentials and hel them to sort out the students roblems

%t contributes to the following areas:

a@ %ncreasing awareness about the factors that can affect the an'iety level of students

b@ Provide assistance to rofessors increase understanding of the students and try to findthe solution of the roblem

c@ c@ Provide assistance to increase the understanding of the students and teachers for the

success and achievement of the students

Theoreti#al framework This study e'lores the relationshi between An'iety of students which is taken as a deendent

variable and (nderstanding< Prearation< worry< ast &'eriences and Fear of Results as

indeendent variables



Anxiety

'nder-Standing

*reparation

,orry*ast

Experien#es

+ear ofResults

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Resear#h obe#ti.es:

The aim of this study is to look at the factors that will affect An'iety of students

Spe#ifi# obe#ti.es:

Following are the secific objectives:=

; That Prearation affects An'iety level of students during e'ams2 That (nderstanding affects An'iety level of students during e'ams

6 That )orry affects An'iety level of students during e'ams

7 That Past &'eriences affects An'iety level of students during e'ams9 That Fear of results affects An'iety level of students during e'ams

Resear#h /uestions and 0ypothesis

ain resear#h /uestion

• % have visible signs of nervousness such as sweaty alms< shaky hands< etc right before

the e'am

• )hen % start to solve the aer< many things try to distract me

• % enjoy taking a difficult e'am more than an easy one )hile taking the e'am % had an

uneasy< uset feeling in my stomach

• )hile taking the e'am % had an uneasy< uset feeling in my stomach

0ypothesis

";: A significant and ositive relationshi e'ists between Prearation and An'iety

"2: A significant and ositive relationshi e'ists between (nderstanding and An'iety

"6: A significant and ositive relationshi e'ists between )orry and An'iety

"7: A significant and ositive relationshi e'ists between Past &'eriences and An'iety

"9: A significant and ositive relationshi e'ists between Fear of Results and An'iety



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1$TERAT'RE RE2$E,



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1iterature Re.iew

$ntrodu#tion

&'am an'iety is a sychological condition in which eole e'erience e'treme agony< ain and

an'iety in testing situations )hile many eole e'erience

some degree of stress and an'iety before and during e'ams<

test an'iety can really affect learning and hurt test

erformance A little bit of nervousness can actually be

helful< making you feel mentally alert and ready to tackle

the challenges resented in an e'am #ore fear< on the other

hand< can make it difficult to concentrate and you might

struggle hard to recall things that you have studied

Exam Anxiety&'am an'iety is a combination of series of hysiological roblem tension and somatic

symtoms< along with worry< dread< fear of failure< and catastrohe< that occur before or during

test situations %t is a hysiological condition in which eole e'erience e'treme ressure<

an'iety< and discomfort during and+or before taking a test+e'am This an'iety creates significant

roblems to learning and erformance Researchers suggest that high levels of emotional fear

have a direct correlation to reduced academic erformance marks< and higher overall student

dro=out rates &'am an'iety can have broader results< negatively affecting a studentJs social<

emotional and behavioral develoment< as well as their feelings about themselves and school

"ighly test=an'ious students did score about ;2 ercentile oints below their low an'iety eers

&'am an'iety is revalent amongst the student oulations of the world %t has been studiedformally since the early ;?91s beginning with researchers George #andler and Seymour

Sarason SarasonJs brother< %rwin G Sarason< then contributed to early investigation of test

an'iety< clarifying the relationshi between the focused effects of test an'iety< other focused

forms of an'iety< and generali0ed an'iety

Researchers believe that feelings of an'iety arise to reare a erson for threats %n humans<

an'iety symtoms are distributed along a continuum and different symtom levels of an'iety

redict outcomes Resonses consist of increased heart rate< stress hormone secretion<

restlessness< vigilance< and fear of a otentially dangerous environment An'iety reares the

body hysically< cognitively< and behaviorally to detect and deal with threats to survival As a

result< a ersonEs body begins to hyerventilate to allow more o'ygen to enter the bloodstream<

divert blood to muscles< and sweat to cool the skin %n individuals< the degree to which an an'iety

resonse is develoed is based on the robability of bad things haening in the environment and

the individualEs ability to coe with them %n the case of test taking< this might be a failing e'am

grade that revents the student from being acceted to a ost=secondary institution A ersonJs

beliefs about their own cometencies are a form of self=knowledge< which lays an imortant

role in analy0ing situations that might be threatening )hen a erson has feelings of low



Exams Anxiety

cometence about their abilities they are likely to anticiate negative

outcomes such as failure< under uncertain conditions Thus<

evaluative situations including tests and e'ams< are erceived as

more threatening by students who have low cometencies

There is a difference between generali0ed an'iety disorders >GA*@and test an'iety GA* is characteri0ed by Ktrait an'ietyK which

results in a erson e'eriencing high levels of stress across a wide

range of situations %n contrast< eole with test an'iety have a Kstate

an'ietyK which results in high levels of nervousness secific to

testing

Symtoms of test an'iety can be vary from moderate to severe KStudents who dislay moderate

symtoms are still able to erform relatively well on e'ams /ther students with severe an'iety

will often e'erience anic attacksK

.ommon hysical symtoms include: headache< uset stomach< feeling of fear< feeling of dread<

shortness of breath< sweating< acing or fidgeting< crying< racing thoughts and blanking out

The body releases adrenaline during states of e'citement or stress< Adrenaline is known to cause

hysical symtoms that accomany test an'iety< such as increased heart rate< sweating< and raid

breathing Adrenaline is a good thing in many cases having %t is helful when dealing with

stressful situations< ensuring alertness and rearation But for some eole the symtoms are

difficult or imossible to handle< making it imossible to focus on tests>)%kieedia@

*reparation

&very student have to face hase of rearation before the test+e'am Test rearation

>abbreviated test re@ or e'am rearation is an educational course< tutoring service< educational

material or a learning tool designed to increase studentsJ

erformance on standardi0ed tests &'amles of these tests

include entrance e'aminations used for admissions to

institutions of higher education< such as college >eg the

SAT and A.T@< business school >the G#AT@< law school

>the $SAT@< medical school >the #.AT@< and graduate

school >the GR&@ and ,ualifying e'aminations for

admission to gifted education rograms

#ost adults havenEt taken a standardi0ed e'am recently %t can be helful to be reminded of some

key strategies for how to aroach a multile=choice e'am:

• Read the entire ,uestion before you look at the ossible answers

• .ome u with the correct answer in your head before looking at the ossible answersD

this way< the choices given on the test wonJt distract you from focusing on the ,uestion

• Read all the choices before choosing your answer so that you select the best one

• &liminate answers you know are not correct



Exams Anxiety

• There is no guessing enalty< so itEs always best to take an educated guess and select an

answer if you are uncertain of the answer

• *onJt kee on changing your answerD usually your first choice is the right one< unless you

misread the ,uestion

• Go through the e'am and answer the ,uestions you know first #ark the others for

review and then go back to those you skied over This will ensure that you donEt lose

time by focusing on one ,uestion you arenEt sure about

itEs the stuff of nightmares< but fortunately< itEs highly unlikely to haen First of all< youEd be

ama0ed what facts start to come flooding back to you once you ick u a en and start answering

a ,uestion Second of all< there are lots of memory tricks you can use that will hel you recall

information in a more formal and structured way %n this article< weEre going to show you just

how much you can do to commit facts and figures to memory ready to recall them in e'ams< and

we hoe that as well as boosting your confidence< this should also ward off those nasty re=e'am

nightmaresL>/'ford@'nderstanding

#uch of your writing will be romted by an

assignment< essay or e'am ,uestion Students often do

worse than they should in e'aminations or when writing

assignments in &nglish in the P(< not because their

writing skills are weak or because their knowledge of

the subject matter is insufficient< but because they have

not fully understood what they have been asked to do To score high marks in an e'amination or

an assignment< it is imortant to fully understand what a ,uestion or brief means and how itshould be answered

%n order to understand the ,uestion it is useful to analyse the ,uestions and to search for certain

comonents

The following techni,ue is very useful >Swales< ;?52@

• The comonents of a ,uestion

• Analy0ing the title

• The vocabulary of ,uestions

The #omponents of a 3uestion

#ost assignment titles or e'amination ,uestions contain the following comonents:



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; Subect !atter or topic )hat< in the most general terms< is the ,uestion aboutM

2 Aspect or focus This is the angle or oint of view on the subject matter )hat asect of

the subject matter is the ,uestion aboutM

6 "nstruction or co!!ent This refers to the instruction word or hrase These instructions

tell the student e'actly what to do

Some titles also contain the following comonents:

7 Restriction or expansion of the subject matter This is the detailed limitation of the toic

)hat< in secific terms< is the ,uestion aboutM

9 #iewpoint$ This refers to the re,uirement< in the ,uestion< that the writer writes from = or

evaluates = a oint of view given by the setter of the ,uestion

Analy4ing the title

To analy0e the title< it is useful to follow the following stes:

; %dentify the topic

2 %f the topic has a restriction or expansion< identify it

6 Search for the asect This is the angle or oint of view on the subject matter /ften<

the aspect is a hrase ending in JofJ< eg Jthe imortance ofJ< Jthe contribution ofJ Be sure

you are clear about how the aspect relates to the subject matter %t can be an e'amle of it<

a stage in its se,uence< the cause or effect< one of the solutions to it as a roblem etc

7 %dentify the instruction >which often comes at the beginning@ and decide what it means

and what it re,uires you to do

9 .heck whether there is a %iewpoint and if so< if it the same as your own

The .o#abulary of 3uestions

The understanding of the vocabulary of each and every ,uestion

Examples of 3uestions

• Account for the large=scale immigration into #alaya in the late ;?th .entury



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• Analyse the changes in (S olicy towards .hina during the ;?41s

• Assess the contribution of Asoka to the sread of Buddhism in %ndia

• &'lain the concet of JroleJ /f what use is the concet to a ractising managerM

• .omare and contrast cellulose and lignin decomosition in soil

• $ist the criteria you would aly to the resentation of government e'enditure olicy• .ritically discuss economies and diseconomies of scale

• )hat deductions can be made after studying the cell e'hibited at .M

• &valuate the contribution of olitical arties to the develoment of ublic olicy in the

(nited States and .anada

,orry%f you are sending too much time worrying about your studies or your e'ams< if you are feeling

low in confidence and self esteem< if you are anicky or feeling deressed or an'ious< then youknow you will not be in a good learning state

And you also know that your learning and erformance

will be hamered if you find it difficult to focus< if youJre losing slee because of the ressure< if youEre

stressing out over your studies< or if youEre over an'ious

about the e'am itself either will you make much rogress if you have

trouble with your motivation Nou could be someone

who will do anything to avoid getting down to some

good solid revision The most mundane of tasks

somehow becomes fascinating if it can delay the moment when you just have to get started andaly yourself to revision

&'ams donJt have to be stressful &ven if you are very conscientious< revise well and know your material< all that effort could be wasted if you are so an'ious in the e'am that you canEt ut your

thoughts together in a coherent enough form to answer the ,uestions

ast Ex*erienesPast e'erience of any aer or test have great influence on the e'am an'iety %t seems that in

our research that students who have done bad in their ast aer will have the dilemma that thiswill also affect their erformance of the ucoming aer"owever some students were disagreed

with that because they thought this not true And many students believe that a iece of aer

cannot judge their future life Still we can say that ast e'eriences of the students has neutral

effects+ear of Results%n any field or in any deartment everyone has to face the result of the any thing that they havedone Some students have not any fear about the results this can be seen in every ast decade< in

which many great ersonalities were failed in their college or school< become the most

successful businessmen This is because they have not any fear of results )hile still eole whostudy only because of the fear of results Research show that students who do well in their aer



Exams Anxiety

has less or no fear of result comaring with those who did not do well< will have the fear of

results which leads to the e'ams an'iety

ET0%&%1%G5



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ethodology

$ntrodu#tion

#ethodology means the selection of correct model out of various choices for lanning and

imlementing for our research As research had to undergo various activities like rearingaroriate models< case to study< data gathering techni,ues< format of data analysis selection of

correct methodology is most essential ste >Silverman< 211H@ This chater e'lains which

research methodology is adoted< the develoing research design as well as the methods adotedthat are enclosed with the research roblem ie how varied indeendent variables sway the e'am

an'iety The selection had to be made from ,ualitative and ,uantitative research in general Theresearch was conducted on ,ualitative method with articular discussion on the survey research

method %t also e'lains rocedure of data collection and analysis at different hases Further itdelineates the stratagem for ascertaining firmness< trust and fidelity of the research )e can

describe knowledge hilosohically into followingD in ontology knowledge is what eole say

about knowledgeD in eistemology how eole know about knowledgeD a'iology is what valuesgo into knowledgeD rhetoric is how eole write about knowledgeD and methodology is the

rocedure to study knowledge >.reswell< 2116: H@ %n literature different terms are used such as<

aroach< strategy< mode of en,uiry< method< techni,ue< and aradigm %n order to establishrelationshi between these terms hilosohers have incororated research methodologies

>,ualitative< ,uantitative@< aradigms >ositivist< interretivist<@ research methods >survey< case

study< e'erimental research< ethnograhy< action research< historical research@ researchtechni,ues >interview< ,uestionnaire< e'eriment<@ with the hel of using research instrument

>human< encil and aer etc@ >Pickard <2114@< >)alliman<2119@ >Oumar< ;???@ states that the

study can be classified into ,uantitative< ,ualitative and mi'ed aroaches *ifferent theoretical

ersectives on this strategy of in,uiry eg ethnomethodology< ethnograhy< discourse analysis<grounded theory< narrative analysis< hermeneutics< frame analysis and conversation analysis<

henomenology The work of >#aioneC.henail< ;???@< >Trochim< 2119@ and >*enscombe<

2116@ avows that ,ualitative research is a term used for descrition and interretation of social henomenon They all jointly divide ,ualitative research aroaches into following main

aroaches henomenology< ethnograhy< grounded theory surveys< field research case studies<

e'eriment< internet research< action research !uantitative research aroach involves

deduction ie formulation of hyotheses< identification of variables which could measure theobjectives and such measurement then used for en,uiry *ata collected then used for testing of

hyotheses and really describe reality Finally the results of en,uiry are matched with original

hyotheses to modify or confirm the theory from which original hyotheses was taken The mainobjective of or research conducted through ,ualitative aroach was that our research could be

generali0ed< to be objective and theories could be tested There are many strategies associated

with the ,uantitative aroach %t can be e'erimental in which researcher act as an active agentinvolved in maniulation of indeendent variable and observing effect on deendent variable %n



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survey strategy cross=sectional and longitudinal studies are conducted by emloying

,uestionnaire or structured interviews for data collection from a selected samle of oulation

This research is carried with the hel of survey on cross=sectional andlongitudinal method by using ,uestionnaire as data instrument to

collect data from students selected as samle oulation of students of

Punjab (niversity

Resear#h &esign/ur research design was based on the following dimensionsD that

research could e'ress causal connection between variables both between indeendent variables and deendent variables and also

e'ressed causal connection between indeendent variables as

well Research designEs other dimension was also ket mind inthis research that there must be large number of articiants should

become the art of investigation Therefore our research has

covered si' major deartments in Punjab (niversity andinvestigating ;91 articiants< so that our research can be

generali0ed Five different research designs are discussed in

literature ie ,uasi=e'eriments< cross=sectional or social survey

design< case study design and comarative design >.reswell< 2116@ For our research cross=sectional or social survey design is selected Following stes were taken

for research design First of all a samling lan was develoed %n this methodology samle was

selected from oulation Purose of samling lan was to deict rocedure by selecting samle<fi'ing the si0e of samle and medley of media by which survey will be organi0ed %n our

research survey was conducted with the method of distributing ,uestionnaire to the resondents

Secondly< rocedures were adoted for estimation of reliabilityof oulation from which the samle data and estimates were

obtained Reliability was a rime issue while conductingresearch< as our concern whether a measure is stable or not

Thirdly< inuts ac,uired from the eole and articiants

through survey by measuring identified variables -alidity was

concerned with the veracity of conclusions that were roducedfrom research #easurement validity is also known with the

name of construct validity This concet means that the ,uestions asked from the articiant are

bringing the same concet which is re,uired to ask by the researcher %f measurement validity isnot stable then the results become unreliable The concet of internal validity is also ket in

focus in this research %nternal validity relates the issue of casualty ie the conclusion derivedfrom the research incororates causal relationshi among the variables is authentic and notformed by anything else The issue of e'ternal validity is although more imortant for

,ualitative research but it is e,ually significant for ,uantitative research as well while

ma'imi0ing oortunity for generating a reresentative samle The e'ternal validity means that

the results can be generali0ed %t is only ossible if careful selection of articiants is selected to articiate in the research Regarding ecological validity arises whether or not the findings can

be alied to eole or not is imortant for both ,ualitative and ,uantitative research Further< as



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mentioned in literature three key elements were ket in mind while develoing our research

methodology to ensure correctness of our study ie samle selection< samle si0e and survey

media Samle selection was based on oulation si0e and similarity inde' with resect to itscharacteristic The articiants were selected at random but belong to the re,uired re,uirements

for survey The oulation as narrowed down as much as ossible to kee the study at level

where aro'imate effect is achieved %f null hyothesis is mistakenly acceted Tye %% error e'ists To avoid this situation reasonable si0e of samle is selected Samle of this research was

selected which ossessed its mean and variance $iterature states that a good samle must have

caability of narrowing the means there by decreasing variance< resultantly reducing the overlaof distributions and roviding better statistical results As far units of analysis were concerned in

the research individual students were articiants in the survey The researcherEs resources

allowed using the choice of ,uestionnaire for survey as it re,uired minimum resources in terms

of cost< time and manower re,uired Further written survey was adoted to get more ace and romt resonse of articiants /ther methods like verbal and mi'ed mode survey methods

were not used Some disadvantages or roblems or errors were seen in the rocess of written

surveys )ritten survey was subject to coverage error where oulation was ,uite vast and

distinctly situated )ritten survey also had error of non resonse Also it was observed that inwritten survey the articiants referred to others resondents during the filling the ,uestionnaire

Further< item non resonse error is also observed in the survey method when some or many,uestions were skied intentionally of by mistake

*opulation6Sample

%n this study robability samling secifically Stratified Random Samling techni,ue was used

%t is used when the oulation comrises into homogeneous sub=sets Also when these sub=sets

donEt overla each other and called strata Generally in strata based samling subjects can be

classified on natural basis with resect to age< education and gender etc %n

such setting all grous got e,ual chance of articiation and vigilant selection

hels to concluded rationale research findings alicable generally Further

cautious selection was made for comilation of data from medley of

students belonging to varied colleges and universities engaged in different

rograms

For this urose students were selected on gender basis with resect to their years of study ie

Bachelors< #asters and P"* Si' major *eartments of Punjab (niversity were selected They

are:

; %nstitute of Administrative sciences

2 #ass .ommunication6 %nstitute of Biochemistry and Biotechnology

7 "ailey .ollege of Banking and Finance9 %nstitute of Business Administration

H "ailey .ollege of .ommerce



Exams Anxiety

Strategy of $n3uiry

)hile develoing the instrument for survey< the study focused on clear objectives of translating

the variables in to measureable factors The researcher ensured that at any oint the sirit of the

toic is not neglected .onsistency in administrating the survey was also focused The instrument

develoed has all ,ualities of a good instrument like< hel full in ,uality data collection< helfulin data rocessing and afterwards conducive for data analysis %t was made sure that such

,uestions must be designed that it could roduce answers something reliable and valid The

wording used was easily understood by articiants according to the educational level Also the

re

sonse given by the resondents must be clear (nclear and ambiguous statements were not

included in the instrument which could create any roblem of understanding for the articiants

The instrument develoed fulfilled all civil and ethical re,uirements and included such ,uestions

which the resondents should be willing to answer with no hesitation Biased wording<

acronyms< abbreviations etc were not used Precaution were

taken while drafting the instrument that similar ,uestions were

not used in the beginning and same at the end this could lead to

difficult situation because resondent might answer differently

o ersonal< objectionable and difficult analogies were

included in the instrument

)hile drafting the ,uestionnaire length was also considered that

it should not look a time consuming activity for the resondents For data collection a variety of

instruments can be emloyed like ,uestionnaires< interviews and focus grous For this articular

research ,uestionnaire was used to collect data containing ,uestions easily understandable for the

articiants Few minutes were re,uired by the resondents and any ambiguity or confusionarisen at the time of filling the ,uestionnaire was discussed and clarified on sot .lose=ended

,uestions were used so that resondents could answer the ,uestions ,uickly after e'amining

individual resonses with available choices To facilitate this rocess Five oint $ikert scale was

used This tool is useful when researcher wants rank items in order of reference %n third tye

of closed=ended ,uestion in which the resondent is asked to comare ossible resonses and

select one< or write in other

easurement of /uestions

$iterature suggests &valuative continua and Agreement continua used in closed ended ,uestions

regarding describing and evaluating eole< lace and events The roblem might arise if

resondent misinterreted numerical scales Then the whole research could fail For this research

Agreement continua was used %n this< resondents were simly re,uired to resond to ,uestions

with agree or disagree to given statements These scales were easy for resondents to understand

and answer To measure knowledge< ,uestion is often used to evaluate resondentsE

ac,uaintance with a toic< to measure resondentsE caability to rovide informed resonses

about a said knowledge already available with the resondent This method is to identify these

resonses with the hel of true and false or yes and no format Some times researcher



Exams Anxiety

mi' or intentionally add some ossible or incorrect answers to check the correct knowledge with

resonses .lear and unambiguous ,uestions are develoed by carefully resenting one idea at a

time by using contents like strongly agree< agree<

neutral< disagree and strongly disagree "owever

work of >Flower< ;??9@ suggests that emotional contents likestrongly should be relaced by comletely< generally<

or mostly instead %n this research five oint $ikert scale is

used to collect the resonses

$mportant Tasks by Respondents

There were some imortant tasks re,uired to be erformed by resondents during survey while

answering a survey ,uestion The first ,uestion is that the resondent must get what the

researcher is asking The second is resonse formulation that resondents have a roensity to

make new verdict as that is revious judgments need some adjustment while answering the

,uestion The third task of the resondent was corresonding ability to the researcher

*roblems and Error in Sur.ey

The literature as well as our research identified some roblems of biases related with the

resondent #any articiants felt themselves imortant and behaved differently as observed in

study of "awthorne )orks of the )estern &lectric .omany ;?24 Resondents< simly being

aware of imortance of study< answer differently as er normal routine Secondly< sometimes

resondents eagerly aroved and go with ositively=worded ,uestions Further it was observed

that resondentsE answer high or low rating this disturbs validity of the results

ethod

The data was collected with lot of effort and hard work The researcher had to visit seven

different deartments %t took almost three weeks to collect data ;91 ,uestionnaires were

distributed among ;91 students %n many cases< ,uestionnaires were delivered to the articiants

in first meeting and collected in ne't meeting Sometimes researcher had to visit twice Another

difficulty faced in data collection rocess< many students did not show any interest in research

Some students were observed filling without aying roer attention or returning ,uestionnaire

incomlete

The researcher had wait for many hours to receive comleted instruments To get valid and

reliable results this effort was mandatory Two out of ten students acceted to articiate in the

research rocess /n contrary many interested articiants showed keen interest and asked for

brief introduction about the aims and objectives of study For many students &'am An'iety was a

new concet *ue to awareness about imortance of research these students became a good

source of data collection )ith little instructions researcher managed to obtain data The research

was comleted by using both rimary and secondary resources to conduct research Primary data

means data which is gathered by aroaching the students visiting their resective colleges and

universities for filling of ,uestionnaire For e'amination of the data collected SPSS 21 software



Exams Anxiety

as used by running the findings of ,uestionnaires through *escritive Statistics< "istogram<

Scatter lots< Pearson .orrelation< Regression with regression e,uations and /ne Samle Test

This heled researcher to scrutini0e the imact of indeendent variables like Prearation<

(nderstanding< worry< Past &'eriences and Fear of Results on &'am An'iety as deendent

variable Pearson .orrelation is used on the research data to see that variables are related in alinear straight line< to find out and indicate the associations among all the airs of three or more

variables Pearson .orrelation and Searman rho were two otions )e selected Pearson

.orrelation as our variables are scale< where as Searman is used when variables are ordinal

Further Bivariate regression is used to redict scores on deendent variable from other

indeendent+redictor variables To measure comle' associational statistic< multile regression

is run to redict a scale+deendent variable from two or more

indeendent variables

2alidity and Reliability

For the rationale of data collection< a ,uestionnaire was so remeditated

by the researcher in which close=ended ,uestions were reared Five=

oint $ikert Scale was emloyed in ,uestionnaire The ,uestionnaire

consisted of 27 items reresenting with the following detail:

An'iety as deendent variable >?< ;1< ;;< ;2@

% have visible signs of nervousness such as sweaty alms< shaky hands< etc right before the

e'am

)hen % start to solve the aer< many things try to distract me

% enjoy taking a difficult e'am more than an easy one

)hile taking the e'am % had an uneasy< uset feeling in my stomach

Prearation >;< 2< 6< 7@%&en I stud! 'or $! exa$s( I )orr! t&at I )ill not re$e$er t&e $aterial

during t&e exa$s.

% study hard for my e'ams

%&en I tr! to stud! e'ore t&e exa$( $an! ot&er t&ings distracts $e to

'ocus on $! su*ect at t&at ti$e.

E+en )&en I a$ )ell prepared 'or an exa$( I 'eel +er! ner+ous aout it.

(nderstanding >9< H< 4< 5@



Exams Anxiety

I $a,e $ista,es on eas! -uestions or put ans)ers in t&e )rong places.

#y mind goes blank while solving a difficult aer

% read through the aer and feel that % do not know any of the answers

e'ore going in t&e exa$ &all I 'eel +er! ner+ous aout t&at e+en i a$ )ellprepared 'or it .

)orry >;6< ;7< ;9< ;H@

% find that my mind sometimes wanders when % am solving the ,uestions

% am not satisfied with aer attern because i think it is not aroriate or it should be

imroved

% think Annual system is more easy and valuable than the semester system

/'ter an exa$( I )orr! aout )&et&er I did )ell enoug& in t&e exa$s ornot.

Past &'eriences >;4< ;5< ;?< 21@

I )ill not per'or$ )ell in t&e nal exa$s i' I got ad scores in t&e $id exa$s.

% think my erformance of revious e'ams will have the great influence on my ucoming e'ams

In a course )&ere I &a+e een doing poorl!( $! 'ear o' a ad grade cuts do)n$! ecienc!.

% think Past e'eriences of my seniors greatly affect my rearation towards secific subject

Fear of Results >2;< 22< 26< 27@

% care about the results because % believe that it does describe my abilities

I o'ten eco$e *ealous )&en $! 'riend scored $ore t&an $e.

I &a+e troule sleeping t&e nig&t e'ore t&e result da!.

After the e'am is over % try to sto worrying about it< but % just couldnJt



Exams Anxiety

RES'1TS



Exams Anxiety

Table"7

+e,ia#i,ity Statistis

Reliability Statistics

Cronbach's Alpha N of Items

.716 6

The Reliability Statistics table rovides the .ronbachEs Alha >4;H@ which is ositive and alha

based on standardi0ing the items >4;H@ The results of this data are accetable because it is more

than >4;H@ Therefore we can say that internal consistency reliability of the items rovides good

suort for research literature

Analysis *ro#edure

;91 ,uestionnaires were distributed to the target articiants of si' selected deartments #i'ed

resonse was observed from the studentEs many enthusiastically articiated in the research

rocess and answered the ,uestionnaire with keen interest and diligence and a few showed little

interest in the research /ut of ;91 ,uestionnaires ;91 were received comlete in all resect and

were used for the research %t can be observed from the table below that< 97 male studentsE 6H

and ?H female students which constitute H7 articiated in the study which returned

,uestionnaire comletely %nterestingly male students seem to be shy or reluctant in resondingthe research

Meas!rementTable"8

Gender

Frequency Percent Vali Percent Cumulati!e

Percent

Vali

male "# $6.% $6.% $6.%

female &6 6#.% 6#.% 1%%.%

otal 1"% 1%%.% 1%%.%

Age



Exams Anxiety


Percent

Vali

1()*1 &* 61.$ 61.$ 61.$

**)*" #1 *7.$ *7.$ ((.7*6)*( 17 11.$ 11.$ 1%%.%

otal 1"% 1%%.% 1%%.%

Qualification


Percent

Vali

uner+rauate (* "#.7 "#.7 "#.7

post +rauate $* *1.$ *1.$ 76.%

masters,ph $6 *#.% *#.% 1%%.%otal 1"% 1%%.% 1%%.%

%t is interesting to note from the table that 52 students belonged to the grou of students having

bachelors Further the combined resonse of students in bachelors which is 97 This

interesting fact strengthens the imortance that students reali0e the significance of research

roblem

Department


Percent



Exams Anxiety

Vali

I-A *6 17.$ 17.$ 17.$

CC *# 16.% 16.% $$.$

I-- *" 16.7 16.7 "%.%

IA/ *6 17.$ 17.$ 67.$

IC/ *# 16.% 16.% ($.$

C-F *" 16.7 16.7 1%%.%

otal 1"% 1%%.% 1%%.%

Analysis and resear#h

Table"9

Descriptive Statistics

N 0inimum 0aimum 0ean /t. 2e!iation

Preparation 1"% 1.%% ".%% $.*$7* .77(1&

3nerstanin+ 1"% 1.%% #.7" $.6&($ .7(1*$

Aniety 1"% 1.%% #.7" $.(6($ .71"77

4orry 1"% 1.*" ".%% $.1**( .7$$$%

past eperience 1"% 1."% ".%% $.1%17 .71(&$

fear of results 1"% 1.%% ".%% $.16%% .(%"&6

Vali N 5listise 1"%

Tables 7 rovides the mean and standard deviation scores of indeendent variables and

deendent variables adoted in this study To answer the ,uestions< the resondents were asked

to rate each of the four dimensions on a five=oint scale ranging from strongly disagree >;@ tostrongly agree >9@ /verall< the mean scores for the si' scales which consist of total twenty four

items shows the ositive high mean values which ranged from ;11 to 911

*earson (orrelation

Table



Exams Anxiety

*reparat

ion

'nderstan

ding

anxiet

y

worry past

experien#e

fear of

results

Prearation

Pearson

.orrelation; 7;4QQ 22HQQ 69?QQ 612QQ 616QQ

Sig >2=tailed@ 111 119 111 111 111

;91 ;91 ;91 ;91 ;91 ;91

understandi

ng

Pearson

.orrelation7;4QQ ; 662QQ 625QQ 676QQ 2?2QQ

Sig >2=tailed@ 111 111 111 111 111

;91 ;91 ;91 ;91 ;91 ;91

Anxiety

Pearson

.orrelation 22HQQ 662QQ ; 2;;QQ 217Q 224QQ

Sig >2=tailed@ 119 111 11? 1;2 119

;91 ;91 ;91 ;91 ;91 ;91

)orry

Pearson

.orrelation69?QQ 625QQ 2;;QQ ; 252QQ 22;QQ

Sig >2=tailed@ 111 111 11? 111 114

;91 ;91 ;91 ;91 ;91 ;91

ast

e'erience

Pearson

.orrelation612QQ 676QQ 217Q 252QQ ; 64;QQ

Sig >2=tailed@ 111 111 1;2 111 111

;91 ;91 ;91 ;91 ;91 ;91

fear of

results

Pearson

.orrelation616QQ 2?2QQ 224QQ 22;QQ 64;QQ ;

Sig >2=tailed@ 111 111 119 114 111

;91 ;91 ;91 ;91 ;91 ;91

QQ .orrelation is significant at the 11; level >2=tailed@

Q .orrelation is significant at the 119 level >2=tailed@



Exams Anxiety

%n Table 9 the Pearson .orrelation coefficient is 22HD the significance level >sig@ or is 119 and

the number of articiants of both variables >An'iety and Prearation@ is ;51 The correlation

between >An'iety and Prearation@ %s statistically significant because the sig is less than 19

Thus< we can reject the null hyothesis of no relationshi and state that there is an association

between >An'iety and Prearation@The Pearson .orrelation coefficient is 662D the significance level >sig@ or is 111 and the

number of articiants of both variables >An'iety and (nderstanding@ is ;51 The correlation

between >An'iety and (nderstanding@ is statistically significant because the sig is less than

19 Thus< we can reject the null hyothesis of no association and state that there is an association

between >An'iety and (nderstanding@ As the correlation is ositive this means that higher the

social influence higher will be the an'iety of the e'am and vice versa

The Pearson .orrelation coefficient is 2;;D the significance level >sig@ or is 11? and the

number of articiants of both variables >An'iety and )orry@ is ;51 The correlation between

>An'iety and )orry@ is statistically significant because the sig is less than 19 Thus< we can

reject the null hyothesis of no association and state that there is an association between

>An'iety and )orry@ As the correlation is ositive this means that higher the worry higher will

be an'iety of e'am and vice versa

The Pearson .orrelation coefficient is 21;D the significance level >sig@ or is 1;2 and the

number of articiants of both variables >An'iety and Past &'eriences@ is ;51 The correlation

between >An'iety and Past &'eriences@ is statistically significant because the sig is less than


between >An'iety and Past &'eriences@ As the correlation is ositive this means that higher the

Past &'eriences higher will be an'iety of e'am and vice versa

The Pearson .orrelation coefficient is 224D the significance level >sig@ or is 119 and thenumber of articiants of both variables >An'iety and Fear of Results@ is ;51 The correlation

between >An'iety and Fear of Results@ is statistically significant because the sig is less than


between >An'iety and Fear of Results@ As the correlation is ositive this means that higher the

Fear of Results higher will be an'iety of e'am and vice versa

ultiple Regressions

)e have used multile linear regressions which is a generali0ation of simle linear regression

where several redictor variables are allowed on a right hand side An'iety is taken as resonse<

outcome or deendent variable< fear of results< worry< understanding< ast e'erience<

rearation are used as e'lanatory< redictor or indeendent variables The systematic art of

our model consists of >green urchase intention@ as constant term and rest are other redictor

variables mentioned above are regarded as fi'ed >non=random or e'ogenous@



Exams Anxiety

Table ;

Model Summary

0oe

l

8 8

/quare

A9uste 8

/quare

/t. :rror of

the :stimate

1 .$7"a .1#1 .111 .67#("

a. Preictors; 5Constant< fear of results< orry<

unerstanin+< past eperience< preparation

%n Table H The #odel Summary table shows that the multile correlation coefficient >R@< using

fear of results< worry< understanding< ast e'erience< rearation redictors simultaneously< is

64 and Adjusted R2 is ;;< meaning that ;; of the &'am An'iety can be redicted from the

combination of fear of results< worry< understanding< ast e'erience< rearation ote thatadjusted R2 is lower than unadjusted R2 >;7;@ This is in art related to the number of variables

in the e,uation

Table <

ANOVAa

0oel /um of

/quares

2f 0ean

/quare

F /i+.

1

8e+ression 1%.7"" " *.1"1 1#.7*$ .%%1b

8esiual 6"."(* 1## .#""

otal 76.$$7 1#&

a. 2epenent Variable; aniety

b. Preictors; 5Constant< fear of results< orry< unerstanin+< past eperience<

preparation

%n Table 4 of A/-A table shows that F;7426 and is statistically significant This indicates

that the redictors combine together to redict &'am an'iety Also model is considered to be

good fit if significance value falls between1 to 9 %n Table 4 shows the sig value of 11;

which means that relationshi between %ndeendent and deendent variable is highly significant

hence the model is good fit

Table =



Exams Anxiety

Coefficientsa

0oel 3nstanari=e

Coefficients

/tanari=e

Coefficients

t /i+.

- /t. :rror -eta

1

5Constant 1.$(% .$#* #.%$( .%%%

preparation .%#& .%($ .%"$ ."(& .""7

unerstanin+ .*1( .%(* .*$7 *.6#7 .%%&

4orry .176 .%(# .%7( .&1% .%##

past

eperience.1## .%(7 .%## ."%# .%1"

fear of results .*&6 .%76 .1%( 1.*6% .%%&

a. 2epenent Variable; aniety

Table 5 signifies Regression coefficients ie Beta >@ of rearation with e'am an'iety is 17?

with significant value 994 which shows no relationshi between rearation and e'am an'iety

Regression coefficients ie Beta >@ of understanding with e'am an'iety is 2;5 with significant

value 11? which shows a ositive and significant relationshi between understanding with e'am

an'iety Regression coefficients ie Beta >@ of worry with e'am an'iety is ;4H with significant

value 177 which shows a ositive and significant relationshi between worry with e'am an'iety

Regression coefficients ie Beta >@ of ast e'eriences with e'am an'iety is ;77 with

significant value 1;9 which shows strong relationshi between ast e'eriences with e'am

an'iety Regression coefficients ie Beta >@ of fear of results with e'am an'iety is 12?H withsignificant value 11? which shows strong relationshi between fear of results with e'am an'iety



Exams Anxiety

%ne Sample T Test

Table >

OneSample !est

est Value > $

t f /i+. 5*)

taile

0ean

2ifference

&"? Confience Inter!al of

the 2ifference

@oer 3pper

Preparation $.7$$ 1#& .%%% .*$7** .1117 .$6*(

unerstanin+ ).%*6 1#& .&7& ).%%167 ).1*77 .1*##

Aniety )*.*"$ 1#& .%*6 ).1$167 ).*#71 ).%16*

4orry *.%"1 1#& .%#* .1**7( .%%#" .*#11

past

eperience *.7$* 1#& .%%" .1%167 ).%1#$ .*177

fear of results *.#$1 1#& .%16 .16%%% .%$%% .*&%%

Table ? show the level at which different indeendent factors affecting the e'am an'iety of

students studying in Punjab (niversity All of these indeendent variables of the current study

were tested at test value of 6 in /ne=Samle Test The results showed that: T= -alue of

environmental concern is 6466 which is ositively related to An'iety with significant value of

111 which shows that considered rearation as a significant indeendent variable imortant for

the e'am an'iety T= -alue of understanding is =12H with significant value of ?4? which shows

that students have declared that understanding is not an essential ingredient necessary for e'am

an'iety The students have clear ersective that e'am an'iety could be comleted without the

understating T= -alue of worry is 219; with significant value of 172 which shows that students

s strongly believe that worriednessE is one of key elements in e'am an'iety )ithout such anattribute there is rare ossibility of e'am an'iety Therefore worry becomes an essential factor

resonsible for e'am an'iety T= -alue of ast e'eriences is 2462 with P value of 119 which

shows that the resondents have agreed with the literature that e'am an'iety is one of the most

successful rocesses T= -alue of fear of results is 276; with significant value of 1;H which

shows that students s strongly believe that fear of results is one of key elements in e'am an'iety

)ithout such an attribute there is rare ossibility of e'am an'iety



Exams Anxiety

(on#lusions

Oeeing in view the focus of the study to find the relative relationshi of student achievement

with affective and cognitive factors of test an'iety< the results revealed that cognitive factors

>worry scale@ are ivotal in generating an'iety in students more that affective >emotionality@

factors This finding was of interest as it is in line with the findings of the studies reorted inliterature >.haell et al< 2119D .assady C 3ohnson< 2112D Birenbaum C asser< ;??7@ and it

diminishes the assumtion that test an'iety is a function of the stakes involved in a test score %t

was assumed that tests in Pakistani higher education institutions were more structured and rigid

in structure< thus causing greater test an'iety as comared to students in countries where

e'ams+test formats are relatively fle'ible The students feel e,ually an'ious with every test they

are asked to take #oreover< it is reiterated through these results that ressure of scoring high on

tests< fear of assing a course< conse,uences of failing in test and incomatibility of rearation

for test and demand of test were the reason for cognitive te't an'iety This showed the

comle'ity of thinking rocess student go through while rearing for tests This increases as

they think more into the conse,uences or imlication related to the achievement in tests

)orrying about a test cannot be regarded as negative henomenon as a certain level of an'iety

contributes ositively in successful erformance of a test but it accumulates into a negative force

when student enters into a cyclic< non=roductive rocess of seculating outcomes based on

conse,uences of the test scores %t is ossible to guide students to avoid getting indulged into

thinking cycle letting an'iety take over their actions Teachers< arents and eers can be

considerable hel for students to kee them motivated to erform better without unnecessarily

letting the anticiated conse,uences of failure taking over the ositive force bringing

erformance of student comatible with their abilities and skills

Suggestions and Re#ommendations

Teachers and universities can educate students about how to remove or reduce the e'am an'iety

This is an e'tensive rocedure and will take elongated time to nurture the an'iety %t was also

found that friends and associates had a strong influence on the Students They have confidence in

the oinion of their friends Social networks can be very effective in doing that Government

should also lay its art in encouraging in develoment and new structure if education in

Pakistan %t can also encourage the better test erformances of the students as well as

imrovement in their academic scores

Referen#esAlbero< PD Brown< AD &liason< SD C )ind< 3 >;??4@: %mroving Reading through the use of

#ultile %ntelligences &aster's Action Researc($ Proect < Saint avier (niversity C %R%



Exams Anxiety

Skylight ( S

Bandalos< *$< Nates< O< C Thorndike=.hrist< T >;??9@ &ffect of math

self=concet< erceived

self=efficacy< and attribution for failure and success on test an'iety )ournal of Educational

Psyc(ology, **< 69;= 6H1

Berk< RA C anda< 3 >211H@ A randomi0ed trial of humor effects on test

an'iety and test

erformance +u!or: "nternational )ournal of +u!an Researc(< ;? >7@< 729=797

Berk< RA >2111@ *oes humor in course tests reduce an'iety and imrove

erformanceM ollege

-eac(ing, ./ >7@< ;9;=95

Birenbaum< #< C asser< F >;??7@ /n the relationshi between test

an'iety and test erformance &easure!ent and E%aluation in ounselling and 0e%elop!ent, 12 >;@< 2?6=61;

.assady< 3.< C 3ohnson< R& >2112@ .ognitive test an'iety and academic

erformance

onte!porary Educational Psyc(ology, 12 < 241=2?9

.haell< #S< Blanding< 8B< Takahashi< #< Silverstein< #&< ewman<

B< Gubi< A< C

#ccann< >2119@ Test an'iety and academic

erformance in undergraduate and graduate

students )ournal of Educational Psyc(ology, 32 >2@< 2H5=247

*ereeuw< & A # >;?57@ A rofile of test an'ious student Applied Psyc(ology, 66>2@< 22;=262

&rbe< B >2114@ Reducing test an'iety while increasing learning ollege -eac(ing, 44 >6@< ?H=?4

Foster< S O< Paulk< A< C *astoor< B R >;???@ .an we really teach test=

taking skillsM 5ew

+ori6ons in Adult Education, *7 >;@< 7=;2

Gaudry< &< C Sielberger< . * >;?4;@ Anxiety and educational ac(ie%e!ent ew Nork: )iley

"ancock< * R >211;@ &ffect of test an'iety and evaluative threats on studentsE achievement

and motivation -(e )ournal of Educational Researc(, 3. >9@< 257=2?1

#orris< $ )< *avis< # A< C "utchings< . 3 >;?5;@ .ognitive and emotional comonents

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#wamwenda< T S >;??7@ Gender differences in scores on test an'iety and

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among South African (niversity graduate students South African 3ournal of Psychology< 27>7@<

icholson< A # >211?@ &ffects of test an'iety on student achievement

>A.T@ for college bound students 0issertation Abstract "nternational *A%=A=41+14< AAT 66HH;2H

Serok< S >;??;@ The alication of Gestalt methods for the reduction of test

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Assess!ent and E%aluation in +ig(er Education, *8 >2@< ;94=H7

Smith< O " >2111@ The self=concet and verbal academic achievement of rimary and secondary

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Stober< 3 >2117@ *imensions of test an'iety: Relations to ways of coing with re=e'am an'ietyand uncertainty Anxiety, Stress and oping, *2 >6@< 2;6=22H

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8eidner< # >;??1@ *oes test an'iety bias scholastic atitude test

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8oller< (< C Ben=.hain< * >;??1@ Gender differences in e'amination tye< test an'iety< and academicachievement in college science: a case study Science education, 2.>H@< 9?4=H15

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