The DOI matches its Crossref record; 82 of the 82 references it cites were found in a registry or an index.
The Prevalence and Effects of Test Anxiety in School Children
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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“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
In the citing paper
“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]
Citations
Cites
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Correlates, Causes, Effects, and Treatment of Test Anxiety
Hembree, R. (1988) · Review of Educational Research · doi:10.3102/00346543058001047 · Cited by 1,723 · cited 7×
“The most likely explanation for this link is the observed increase of test anxiety with age, with increased experience of testing leading some children to show more adverse reactions to tests (e.g. Hembree, 1988; King et al., 1989).”
BackgroundInfluentialPraise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709 · cited 1×
“Mueller & Dweck (1998) found that 10± 12-year olds who were praised for test performance chose subsequent tasks that allowed them to demonstrate their ability.”
BackgroundA simple, general purpose display of magnitude of experimental effect.
Rosenthal, R., & Rubin, D. B. (1982) · Journal of Educational Psychology · doi:10.1037//0022-0663.74.2.166 · Cited by 1,233
Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data
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Cited by
Sorted by citations
Social anxiety disorder: questions and answers for the DSM-V
Bögels, S. M., Alden, L., Beidel, D. C., Clark, L. A., Pine, D. S., Stein, M. B., & Voncken, M. (2010) · Depression and Anxiety · doi:10.1002/da.20670 · Cited by 526
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012) · School Psychology International · doi:10.1177/0143034311427433 · Cited by 462
Testing and Motivation for Learning
Harlen, W., & Crick, R. D. (2003) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594032000121270 · Cited by 486
Emotionality, Emotion Regulation, and School Performance in Middle School Children
Gumora, G., & Arsenio, W. F. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(02)00108-5 · Cited by 367
Putman, P., Verkuil, B., Arias-Garcia, E., Pantazi, I., & van Schie, C. C. (2013) · Cognitive Affective & Behavioral Neuroscience · doi:10.3758/s13415-013-0238-7 · Cited by 286
Metadata
- 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
- 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 › Developmental and Educational 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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