What 20+ years of research can tell us about test anxiety
As we approach the summer, we sit down with School Health Pulse to delve into what decades of research can tell us about test anxiety, how it affects primary learners, and what strategies are actually effective in calming young students and boosting their performance.
About
Tests are a common way of measuring academic success in school, but they often come with a heavy emotional toll. While feeling a bit anxious before important events can be perfectly normal, persistently high levels of test anxiety can severely undermine self-confidence, lead to poorer academic grades, and cause a knock-on effect on future test performance. So what can be done? First, let’s explore what test anxiety really is, then examine how it impacts primary school children, and finally, discuss effective strategies for reducing or preventing it.
What is test anxiety, and what signs should I look out for?
Researchers generally agree that test anxiety comprises three main components:
- Physical Components: This can manifest in various ways, such as muscle spasms, stomach aches, nausea, sweating, and an increased heart rate.
- Cognitive Components: Worry also plays a significant role, encompassing intense feelings of nervousness, fear of humiliation, and ongoing anxiety about performance.
- Behavioural Components: Many experts now recognise behavioural symptoms as a key component of test anxiety. These can include ineffective study habits, avoidant behaviours, procrastination, and fidgeting or constantly looking around the room during a test.
Students experiencing test anxiety may experience varying levels of these components and could exhibit some or all of them.
How does test anxiety impact primary school children?
Next, we explore what research reveals about how test anxiety impacts primary school children.
Researchers conducted a comprehensive study that analysed over 20 years of individual studies, incorporating data from more than 53,000 students aged 5 to 12 years worldwide.1 The findings indicate that test anxiety is linked with several negative outcomes, including poorer performance in mathematics, literacy, and overall academic achievement.
Additionally, test anxiety is linked with higher levels of general anxiety, social anxiety, and depression, as well as poorer self-esteem and lower self-efficacy. Researchers say it is important to understand that this relationship can go both ways; depression and social anxiety can also make test anxiety worse. Because of this, some students may need extra support in addition to what they are already receiving.
The research also found that certain groups of students may be more affected by test anxiety. For instance, girls generally experience more test anxiety than boys, and Asian students seem to struggle with test anxiety more than their peers in Europe and North America. By recognising the signs of test anxiety and understanding which groups are most vulnerable, we can provide early support and tailor interventions to help those who need it most.
What strategies can effectively reduce or prevent test anxiety?
In addition to exploring the impacts of test anxiety, researchers investigated effective strategies for addressing it. They found that simple interventions could make a real difference, ultimately boosting working memory, arithmetic skills, and overall performance.
Some effective strategies identified include breathing exercises, guided relaxation, and yoga—all of which, when practised before tests, can help students remain calm. Furthermore, messages that focus on growth, effort, and mastery of skills are more beneficial than high-pressure statements that stress the importance of the test (e.g., “This test is crucial for your future”). Encouraging positive self-talk and helping students reframe negative thoughts also proved helpful in managing anxiety.
Interestingly, the researchers noted some gender-based differences in response to interventions. For instance, girls seem to benefit more from structured colouring activities, while boys appear to respond better to free colouring and guided breathing. This suggests that activities may require some experimentation, as they may provide varying degrees of relaxation for different individuals, resulting in distinct effects on test anxiety.
Notably, physical activity-based interventions are found to be less effective, possibly because young children are already quite active. Similarly, writing-based tasks show limited effectiveness, likely because students view these tasks as too similar to schoolwork.
Upcoming training
Are you eager to deepen your understanding of test anxiety and discover effective strategies to support your students? School Health Pulse is offering vibrant training sessions that equip you with the knowledge and tools you need, all grounded in the latest research.
Their team of experts from Cambridge University bring a wealth of knowledge about child and adolescent development and behaviour. Discover more about their courses and additional resources to enhance your teaching practice.
School Health Pulse is an online publication, dedicated to making the latest research readily accessible to schools, parents, and policymakers. Through engaging videos, short articles, and evidence-backed training, they break down the latest findings to support the growth and well-being of children and young people. Visit schoolhealthpulse.com.
Words by: Rachael Smith (MSc), School Health Pulse
Research source
1 Robson, D. A., Johnstone, S. J., Putwain, D. W., & Howard, S. (2023). Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39–60. <a href=”https://doi.org/10.1016/j.jsp.2023.02.003″>https://doi.org/10.1016/j.jsp.2023.02.003</a> https://doi.org/10.1016/j.jsp.2023.02.003
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