Identifier

etd-07072014-110647

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Increases in standardized testing have been accompanied by increased reports of test anxiety in younger students. School-based test anxiety interventions can be implemented to decrease test anxiety and improve test performance. Skill-based interventions have effectively addressed both of these variables; however, the research has primarily targeted secondary and university students. The purpose of the current study was to determine if a test-taking skills intervention would decrease test anxiety and improve test performance in 4th grade students. Results indicated that the test-taking skills intervention resulted only in a minor decrease in test anxiety that maintained at 1-month follow-up. Effects on test performance were mixed immediately following the intervention, and test performance was equivalent to baseline levels at the conclusion of the study. Limitations of this study and recommendations for future research are included.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Noell, George

Included in

Psychology Commons

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