Test Anxiety

1. Front Matter

   Pages i-xxi

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2. Basic and Conceptual Issues

   1. An Introduction to the Domain of Test Anxiety

      Pages 3-27

   2. The Nature and Phenomenology of Test Anxiety

      Pages 29-60

   3. Models and Theoretical Perspectives

      Pages 61-91

3. Methodology: Research and Assessment Methods

   1. Current and Recurrent Issues in Conducting Experimental Test Anxiety Research

      Pages 95-115

   2. Developing Self-Report Test Anxiety Instruments

      Pages 117-142

4. Origins, Sources, and Determinants of Test Anxiety

   1. The Origins and Development of Test Anxiety

      Pages 145-170

   2. Situational Determinants of Anxiety in Evaluative Situations

      Pages 171-182

   3. Subjective Determinants of Test Anxiety

      Pages 183-203

5. Consequences of Test Anxiety for Cognitive Performance

   1. Test Anxiety and Cognitive Performance

      Pages 207-236

   2. Text Anxiety and Information Processing

      Pages 237-258

6. Individual Differences

   1. Individual and Group Differences in Test Anxiety

      Pages 261-281

   2. Personal Correlates of Test Anxiety

      Pages 283-302

7. Coping, Interventions, and Clinical Parameters

   1. Coping with Test Situations

      Pages 305-331

   2. Optimizing Procedures

      Pages 333-346

   3. Emotion-Focused Behavioral Intervention Techniques

      Pages 347-365

   4. Cognitive-Focused, Cognitive-Behavioral, and Cognitive-Skills Training Intervention Techniques

      Pages 367-392

8. Back Matter

   Pages 393-440

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Examination stress and test anxiety are pervasive problems in modern society. As the information age continues to evolve, test scores will become even more important than they are today in evaluating applicants for demanding jobs and candidates for admission into highly competitive educational programs. Because test anxiety gen- ally causes decrements in performance and undermines academic achievement, the development of effective therapeutic interventions for reducing its adverse effects will continue to be an important priority for counselors, psychologists, and educators. Alleviating test anxiety will also serve to counteract the diminished access to edu- tional and occupational opportunities that is frequently experienced by test-anxious individuals. As its title promises, this volume provides a state-of-the-art evaluation of the nature, antecedents, correlates, and consequences of examination stress and test anxiety. Professor Zeidner’s cogent and comprehensive analysis of the affective, cognitive, somatic, and behavioral manifestations of test anxiety are grounded in the extensive knowledge he has gained from his own research on the assessment and treatment of test anxiety. This work has also benefitted from the author’s lo- standing and productive collaboration with leading contributors to test anxiety theory and research, and his active participation in national and international conferences devoted to understanding test anxiety, including those convened by the Society for Test Anxiety Research (STAR).

• Affect
• anxiety
• assessment
• coping
• development
• education
• evaluation
• information
• information processing
• intervention
• knowledge
• nature
• research
• state
• stress

• University of Haifa Mount Carmel, Israel

  Moshe Zeidner

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