Counseling Test Anxiety Students by MJAC

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This slide will provide a general overview of my presenation on Counseling Test Anxiety Students. This was presented at the 2014 Gallery Walk in Maryland.

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Counseling Test Anxiety Students by MJAC

  1. 1. Counseling Test Anxiety Students Miracle-Josette Creighton May 2014
  2. 2. What is Test Anxiety? • It’s a universal factor that affects different races, genders, ages and socioeconomic status. • It is also a major factor contributing to a variety of negative outcomes such as: ▫ Psychological Distress ▫ Academic Underachievement ▫ Academic Failure ▫ Insecurities
  3. 3. Purpose of Significance of the Study • Since schools uses test methods to guide and control curriculum content and teaching methods, test anxiety need to be taking into consideration. • If students are unable t perform academically due to test anxiety, this can prohibit a student from academically advancing; in which can produce additional issues.
  4. 4. Purpose of Significance of the Study cont… • School counselors need to recognize the role test anxiety plays in student performance and help to implement effective strategies that will assist students with test anxiety complications.
  5. 5. Limitations of the Study • This study is limited to a variety of negative outcomes including psychological distress, academic underachievement, academic failure, and insecurity, as it relates to test anxiety. • This review did not research additional outcomes, issues or complications resulting from test anxiety.
  6. 6. Review of Literature • Symptoms of Test Anxiety • Who is Affected? • School Counselors’ Role • Helpful Strategies
  7. 7. Symptoms of Test Anxiety • Unable to concentrate • Easily distracted • Fidgeting • “Butterflies” • Quickened heart rate • Nausea, sweaty palms and headaches
  8. 8. Who is Affected? • Everyone feels some anxiety • Some see a test as an opportunity • Some see a test as a threat • A test-anxious student does not preform to their full potential
  9. 9. School Counselors’ Role • Formative Factors • Habitual Prudence • Purposeful Learning Experiences • Test-Wise Guidelines ▫ While communication to students and educating teachers on helpful strategies to apply to their classroom instructions
  10. 10. School Counselors’ Role cont… • Must collaborate with administrators, teachers and parents. • Must maintain open communication amongst administrators, teachers, and parents in supporting students suffering from test anxiety.
  11. 11. School Counselors’ Role cont… • It is the “essence” of being significant in students’ academic success • It can provide students with the support and procedures in their best interest for educational achievement.
  12. 12. Helpful Strategies • Remind the test taker that it is just one test • Support them with practicing good study habits • Inspire that they take care of themselves • Assist them with setting high and attainable goals • Repeat to them that they are not competing with others • Provide relaxation techniques • Encourage them NOT to rely on drugs to help
  13. 13. Conclusion • School counselors are suggested to communicate on behalf of students suffering from test anxiety. • School counselors provide additional helpful strategies and coping mechanism skills. • Counseling assists students in resolving personal difficulties and acquiring the necessary methods in overcoming the issue.
  14. 14. Conclusion cont… • School counselors provide a holistic approach with including the administration, faculty and staff, parents, and the community. • Test anxiety recognition and preparation for students suffering from the disorder is one of the numerous benefits school counselors provide accenting the African proverb ▫ “ it takes a village to raise a child. “
  15. 15. Definition of Related Terms Used • Anxiety- a feeling of worry, nervousness, or unease, typically about an imminent event or something with an uncertain outcome. • High-Stake Test- is a test with important consequences for the test taker. Passing has important benefits, such as high school SAT or ACTS.
  16. 16. Definition of Related Terms Used • Performance-Based Assessment- evaluated on the basis of real work such as essays, projects and activities. • Pressure- the continuous physical force exerted on or against an object by something in contact with it.
  17. 17. References • Akca, F. (2011). “The Relationship between test anxiety and learned helplessness.” Social Behavior and Personality: An International Journal. Vol. 39, Issue 1. doi: 10.2224/sbp.2011.39.1.101 • American School Counselor Association. (2004). “Helping Children Overcome Test Anxiety.” Retrieved from http://www.schoolcounnselor.org February 7, 2013. • Chen, Hilin, C., (2012). “Impact of Parent’s Socioeconomic Status on Perceived Parental Pressure and Test Anxiety among Chinese High School Students.” International Journal of Psychological Studies. Vol. 4, No.2. doi: 10.5539/ijps.v4n2p235 • Conley, K,. & Lehman, B. (2011). “Test Anxiety and Cardiovascular Responses to Daily Academic Stressors.” Stress and Health Research Article. Issue 28. Retrieved from Academic Search Premier Database 70471149 • Embse, N., & Hasson, R. (2012). “Test Anxiety and High-Stakes Test Performance between school settings: Implications for Educators.” Preventing School Failure. Vol. 56, Issue 3. • Eum, K., & Rice, K. (2011). “Test anxiety, perfectionism, goal orientation, and academic performance.” Anxiety, Stress, & Coping. Vol. 24, No. 2. doi: 10.1080/10615806.2010.488723 • Harris, H., & Coy, D. (2003). “Helping Students Cope with Test Anxiety.” ERIC Digest, 4. Retrieved from Academic Search Premier Database 9348428
  18. 18. Thank you very much for listening.

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