Evaluation of a multi-modal, evidence-based intervention for sixth form students with test anxiety

Regan, Helen (2015). Evaluation of a multi-modal, evidence-based intervention for sixth form students with test anxiety. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This research explores the effects of a group intervention aimed at reducing self-reported test anxiety with sixth form students preparing to sit AS / A Level examinations. Previous research has suggested that a combination of cognitive behavioural therapy, relaxation skills training and study skills approaches are most effective in alleviating test anxiety and an intervention was designed combining these approaches. The effectiveness of the intervention was measured using a mixed methods design, with test anxiety measured pre and post-intervention using self-report questionnaires and two focus groups: the first in the pre-examination period and the second following the examinations. The results from the questionnaire showed that, after completing the intervention, participants’ test anxiety had been significantly reduced (p = <0.05), while the findings from the qualitative data suggested that participants felt that the intervention had skilled them with practical tools to reduce anxiety associated with high stakes testing. The findings suggest that the intervention is promising as a proactive approach in educational settings with pupils who have been identified as experiencing test anxiety. The implications of the research for the work of EPs are considered.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):