Perceptions and Incidence of Test Anxiety
Test anxiety (TA) can lower student GPA and increase dropout rates in populations of university students. Despite numerous treatment options, many students still suffer from TA. The stigma attached to this type of anxiety and the incidence rates and perceptions of TA were quantified through surveys...
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Society for Teaching and Learning in Higher Education
2015-12-01
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doaj-746000bedb6e44a59a658db4c9f94d892020-11-25T00:26:02ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning 1918-29021918-29022015-12-0163117http://dx.doi.org/10.5206/cjsotl-rcacea.2015.3.3Perceptions and Incidence of Test AnxietyTravis G. Gerwing0Joshua A. Rash1Alyssa M. Allen Gerwing2Bev Bramble 3Jeff Landine4University of New Brunswick University of CalgaryUniversity of New Brunswick University of New Brunswick University of New BrunswickTest anxiety (TA) can lower student GPA and increase dropout rates in populations of university students. Despite numerous treatment options, many students still suffer from TA. The stigma attached to this type of anxiety and the incidence rates and perceptions of TA were quantified through surveys distributed to 1,099 students at a Canadian university. Results of this study indicated that 38.5% of students (30.0 % of males, 46.3 % of females) suffered from self-reported TA at some point over the course of their university career. The prevalence of TA varied by faculty, with the highest incidence among those students enrolled concurrently in Arts and Science, and Nursing students. While student perceptions varied by age, sex, and experience with TA, one third of students expressed negative and inaccurate views about TA. These negative perceptions may explain why 11.3% of surveyed students indicated they would not seek help for their TA as, for many, to do so would make them seem weak in the eyes of their colleagues. Further, 20.5% of students surveyed reported that they believe professors would be unable or unwilling to help. It may be the case that this negative perception towards TA makes it difficult for faculty and helping professionals to identify and intervene effectively. Faculty specific educational campaigns designed to educate students about TA, in particular about its prevalence and severity, are suggested as a method to circumvent the negative stigma surrounding this condition. Implementation of such educational policies will likely improve the educational experience and performance of students with TA, as well as improve student retention.http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/3test anxiety; exam anxiety; incidence; perceptions; stigma |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Travis G. Gerwing Joshua A. Rash Alyssa M. Allen Gerwing Bev Bramble Jeff Landine |
spellingShingle |
Travis G. Gerwing Joshua A. Rash Alyssa M. Allen Gerwing Bev Bramble Jeff Landine Perceptions and Incidence of Test Anxiety Canadian Journal for the Scholarship of Teaching and Learning test anxiety; exam anxiety; incidence; perceptions; stigma |
author_facet |
Travis G. Gerwing Joshua A. Rash Alyssa M. Allen Gerwing Bev Bramble Jeff Landine |
author_sort |
Travis G. Gerwing |
title |
Perceptions and Incidence of Test Anxiety |
title_short |
Perceptions and Incidence of Test Anxiety |
title_full |
Perceptions and Incidence of Test Anxiety |
title_fullStr |
Perceptions and Incidence of Test Anxiety |
title_full_unstemmed |
Perceptions and Incidence of Test Anxiety |
title_sort |
perceptions and incidence of test anxiety |
publisher |
Society for Teaching and Learning in Higher Education |
series |
Canadian Journal for the Scholarship of Teaching and Learning |
issn |
1918-2902 1918-2902 |
publishDate |
2015-12-01 |
description |
Test anxiety (TA) can lower student GPA and increase dropout rates in populations of university students. Despite numerous treatment options, many students still suffer from TA. The stigma attached to this type of anxiety and the incidence rates and perceptions of TA were quantified through surveys distributed to 1,099 students at a Canadian university. Results of this study indicated that 38.5% of students (30.0 % of males, 46.3 % of females) suffered from self-reported TA at some point over the course of their university career. The prevalence of TA varied by faculty, with the highest incidence among those students enrolled concurrently in Arts and Science, and Nursing students. While student perceptions varied by age, sex, and experience with TA, one third of students expressed negative and inaccurate views about TA. These negative perceptions may explain why 11.3% of surveyed students indicated they would not seek help for their TA as, for many, to do so would make them seem weak in the eyes of their colleagues. Further, 20.5% of students surveyed reported that they believe professors would be unable or unwilling to help. It may be the case that this negative perception towards TA makes it difficult for faculty and helping professionals to identify and intervene effectively. Faculty specific educational campaigns designed to educate students about TA, in particular about its prevalence and severity, are suggested as a method to circumvent the negative stigma surrounding this condition. Implementation of such educational policies will likely improve the educational experience and performance of students with TA, as well as improve student retention. |
topic |
test anxiety; exam anxiety; incidence; perceptions; stigma |
url |
http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/3 |
work_keys_str_mv |
AT travisggerwing perceptionsandincidenceoftestanxiety AT joshuaarash perceptionsandincidenceoftestanxiety AT alyssamallengerwing perceptionsandincidenceoftestanxiety AT bevbramble perceptionsandincidenceoftestanxiety AT jefflandine perceptionsandincidenceoftestanxiety |
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