Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities
Abstract
Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.
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The prevalence of anxiety in high school and university students has been reported to be between 25 and 30%, in response to academic demands.
“The prevalence of anxiety in high school and university students has been reported to be between 25 and 30%, in response to their academic demands [13,14].”
From Low-intensity internet-delivered treatment for generalized anxiety symptoms in routine care: protocol for a randomized controlled trial (2014) · cites this paper as [14]
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- Authors
- Wachelka, D., & Katz, R. C.
- Affiliations
- University of the Pacific (US)
- Corresponding author
- Katz, Roger C
- Venue
- Journal of Behavior Therapy and Experimental Psychiatry
- Publisher
- Elsevier BV
- Published
- 1999-09
- Volume
- 30
- Issue
- 3
- Pages
- 191-198
- ISSN
- 0005-7916 (ISSN-L)
- OpenAlex
- W2074115475
- Cited by
- 103
- References
- 17
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 9 · 2020: 1 · 2019: 3 · 2018: 4 · 2017: 5 · 2016: 6 · 2015: 5 · 2014: 7 · 2013: 10 · 2012: 9
- FWCI
- 1.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Behavior Therapy and Experimental Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- test anxiety, academic self-esteem, learning disabilities, cognitive behavioral therapy, progressive muscle relaxation, guided imagery, self-instruction training, study skills, test-taking skills, high school students, university students
- MeSH terms
- Achievement, Adolescent, Adult, Education, Special, Female, Humans, Learning Disabilities, Male, Middle Aged, Relaxation Therapy, Self Concept, Test Anxiety Scale, Cognitive Behavioral Therapy, Treatment Outcome
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