The Prevalence and Effects of Test Anxiety in School Children

McDonald, Angus S.

doi:10.1080/01443410020019867

Cited by 437Education, Achievement, and GiftednessStudent Stress and CopingAnxiety, Depression, Psychometrics, Treatment, Cognitive Processes

The Prevalence and Effects of Test Anxiety in School Children

McDonald, Angus S.·2001·Educational Psychology

DOI 10.1080/01443410020019867

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Abstract

This paper reviews the literature on the prevalence and effects of test anxiety on children in compulsory education. Tests are identified as a major source of concern to many children, and the overall prevalence of test anxiety appears to be increasing, possibly due to increased testing in schools and pressures associated with this. Studies of children are generally in accordance with the wider literature, namely that test anxiety impairs test performance, although this is moderated by individual differences and the testing environment. Methodological problems in the literature are discussed and suggestions for further research made.

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Test anxiety has a negative effect on personal development, academic performance, and career and business life.
“It is also known that test anxiety that emerges in evaluation environments has a negative effect on one ' s personal development, academic performance, and consequently career and business life (Hembree, 1988; McDonald, 2001; Putwain & Best, 2011; Sarason & Sarason, 1990; Topp, 1989; Y ı ld ı r ı m & Ergene, 2003).”
From Reducing Test Anxiety During the COVID-19 Pandemic: A Comparison of the Effectiveness of Cognitive Behavioral Therapy and Acceptance and Commitment Therapy (2024) · cites this paper as McDonald, 2001
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 [13]

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Authors: McDonald, A. S.
Affiliations: National Foundation for Educational Research (GB)
Corresponding author: McDonald, Angus S.
Venue: Educational Psychology
Publisher: Informa UK Limited
Published: 2001-03
Volume: 21
Issue: 1
Pages: 89-101
ISSN: 0144-3410 (ISSN-L)
1469-5820
DOI: 10.1080/01443410020019867
OpenAlex: W2058844181
Cited by: 437
References: 77
Citations by year: 2026: 2 · 2025: 19 · 2024: 11 · 2023: 29 · 2022: 36 · 2021: 26 · 2020: 27 · 2019: 23 · 2018: 26 · 2017: 23 · 2016: 25 · 2015: 28 · 2014: 28 · 2013: 25 · 2012: 27
FWCI: 5.48
Type: journal article
Language: en
Open access: closed
Locations: Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
Keywords: test anxiety, elementary school students, prevalence, test performance, academic testing, compulsory education, individual differences, test environment

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The Prevalence and Effects of Test Anxiety in School Children

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