The Effects of a Test-Taking Skills Intervention on Test Anxiety and Test Performance in 4th Graders
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.
Recommended Citation
Harris, Meredith T., "The Effects of a Test-Taking Skills Intervention on Test Anxiety and Test Performance in 4th Graders" (2014). LSU Master's Theses. 3206.
https://repository.lsu.edu/gradschool_theses/3206
Committee Chair
Noell, George
DOI
10.31390/gradschool_theses.3206