A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
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| Title: | A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents |
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| Language: | English |
| Authors: | Ser Hong Tan (ORCID |
| Source: | Psychology in the Schools. 2025 62(8):2373-2389. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Test Anxiety, Identification, Children, Adolescents, Competency Based Education, Elementary School Students, Secondary School Students, Measures (Individuals), Cutting Scores, Educational Indicators, Test Bias, Intervention, Stress Variables |
| DOI: | 10.1002/pits.23473 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Test anxiety is experienced in competence-based situations, such as tests and exams, where one is anxious and concerned about failure in performance outcomes. It is often of interest to both research and applied settings to identify students who are high on test anxiety to understand the characteristics of high test anxiety or to provide support and intervention for these students. This systematic review focuses on the methods in which Grades 1-12 (or equivalent) students were identified based on varying test anxiety levels. A total of 99 studies from 92 papers met the inclusion criteria. The extracted data from the studies included strategies employed to identify "levels" of test anxiety, details on the test anxiety measures used, and methodological strategies that were most commonly used to examine students with defined levels of test anxiety. The results of this analysis demonstrated significant variability in the methods and materials used to establish levels among students and demonstrated several significant areas where improvements in the field are warranted before confidence in most leveling strategies can be asserted. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477347 |
| Database: | ERIC |
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| Abstract: | Test anxiety is experienced in competence-based situations, such as tests and exams, where one is anxious and concerned about failure in performance outcomes. It is often of interest to both research and applied settings to identify students who are high on test anxiety to understand the characteristics of high test anxiety or to provide support and intervention for these students. This systematic review focuses on the methods in which Grades 1-12 (or equivalent) students were identified based on varying test anxiety levels. A total of 99 studies from 92 papers met the inclusion criteria. The extracted data from the studies included strategies employed to identify "levels" of test anxiety, details on the test anxiety measures used, and methodological strategies that were most commonly used to examine students with defined levels of test anxiety. The results of this analysis demonstrated significant variability in the methods and materials used to establish levels among students and demonstrated several significant areas where improvements in the field are warranted before confidence in most leveling strategies can be asserted. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23473 |
