Effective Interventions on Test Anxiety Reduction: A Meta-Analysis
Abstract
This meta-analysis synthesized the results from test anxiety reduction programs. Analyses were based on 56 studies ( n = 2,482); the overall mean effect size (ES) for test anxiety reduction programs was E ++ = 0.65 (95 percent confidence intervals [CI] + 0.58 to 0.73). On measures of anxiety reduction, the average individual completing treatment is seen as better off than 74 percent of those individuals who did not receive treatment. The treatment of test anxiety has been quite successful in reducing the test anxiety level of clients. The most effective treatments appear to be those that combine skill-focussed approaches with behaviour or cognitive approaches. Individually conducted programs, along with programs that combined individual and group counselling formats, produced the greatest changes. There is a serious lack of research on test anxiety reduction programs for primary, secondary and high school students.
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The most effective intervention methods for reducing test anxiety are approaches in which behavioral and cognitive interventions are used together.
“According to the meta-analysis conducted by Ergene (2003), the most effective intervention methods for reducing test anxiety are approaches in which behavioral and cognitive interventions are used together.”
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 Ergene, 2003
A combination of cognitive and behavioral techniques is the most effective way to reduce test anxiety.
“A meta-analysis by Ergene (2003) indicates that a combination of cognitive and behavioral techniques would be the most effective way to reduce test anxiety; therefore, it was expected that both psychoeducational approaches in ACT and CBT would alleviate test anxiety, general anxiety, and rumination levels.”
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 Ergene, 2003
The use of intervention programs and studies of their effectiveness for test anxiety are limited.
“Test anxiety is common not only in Türkiye but also in many other countries (see Soares & Woods, 2020), but the use of intervention programs and studies of their effectiveness are limited (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 Ergene, 2003
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References 24 · Cited by 349
- Authors
- Ergene, T.
- Affiliations
- Hacettepe University (TR)
- Corresponding author
- Ergene, Tuncay
- ORCID
- Ergene, Tuncay
- Venue
- School Psychology International
- Publisher
- SAGE Publications
- Published
- 2003-08
- Volume
- 24
- Issue
- 3
- Pages
- 313-328
- ISSN
- 0143-0343 (ISSN-L)
- 1461-7374
- OpenAlex
- W2159858097
- Cited by
- 349
- References
- 24
- Citations by year
- 2026: 9 · 2025: 22 · 2024: 25 · 2023: 23 · 2022: 34 · 2021: 19 · 2020: 15 · 2019: 15 · 2018: 21 · 2017: 27 · 2016: 22 · 2015: 19 · 2014: 19 · 2013: 17 · 2012: 12
- FWCI
- 7.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology International (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Keywords
- test anxiety, anxiety reduction intervention, cognitive approach, individual counseling, group counseling, school students, treatment effectiveness
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