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.

1. Counseling Test Anxiety Students
Miracle-Josette Creighton
May 2014

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. 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. 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. 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. Review of Literature
• Symptoms of Test Anxiety
• Who is Affected?
• School Counselors’ Role
• Helpful Strategies

7. Symptoms of Test Anxiety
• Unable to concentrate
• Easily distracted
• Fidgeting
• “Butterflies”
• Quickened heart rate
• Nausea, sweaty palms and headaches

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Thank you very much
for listening.