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63 results for “test anxiety”
Table 4: The means of the items comprising the test anxiety questionnaire
<p>The purpose of the study was twin: to investigate the test-taking anxiety of ESP students of<br> Engineering taking a course in general English and to shed light on the relationship between the<br> students' test-taking anxiety and their performance on a general English test. To this end, the first<br> phase of the study was devoted to the reliability of the two instruments employed to address the<br> research question: (a) the anxiety questionnaire (TAS), and (b) the general English test. The second<br> or main phase of the study was concerned with the four research question. In this section, the results<br> of analyses related to the two phases are presented.</p> <p>Table 4 also shows the mean of each of 37 items comprising the TAS.</p>
Table 5: Overall correlation between test anxiety and test performance
<p>The second research question in this study addressed the relationship between test-taking<br> anxiety and learners' performance on the general English test. To investigate the relationship, the<br> Pearson product-moment correction was employed. First, the correction between total anxiety and<br> test performance was calculated. As shown in Table 5, the index was -.011.</p> <p> </p>
Table 3: Descriptive statistics for the test anxiety questionnaire
<p>The first research question was concerned with the degree of the general test-taking anxiety<br> of ESP students learning general English. Table 3 presents the students' mean anxiety (x=2.16, sd. =<br> .34).</p>
Table 1: Reliability of the test anxiety questionnaire
<p>The purpose of the study was twin: to investigate the test-taking anxiety of ESP students of<br> Engineering taking a course in general English and to shed light on the relationship between the<br> students' test-taking anxiety and their performance on a general English test. To this end, the first<br> phase of the study was devoted to the reliability of the two instruments employed to address the<br> research question: (a) the anxiety questionnaire (TAS), and (b) the general English test. The second<br> or main phase of the study was concerned with the four research question. In this section, the results<br> of analyses related to the two phases are presented.</p> <p>The TAS: The present study used the TAS (Sarason, 1975) [27] to determine the students'<br> test-taking anxiety. The use of Cronbach’s alpha showed the internal consistency of .876.</p> <p> </p>
Rocking math at school with hypnosis: Effective reduction of math test anxiety with an audio hypnosis intervention in a school setting
<p>Math as a school subject causes anxiety in many students. Previous results show that male and female students do not differ in their math performance. However, female students are more affected by math anxiety than male students, so that they might hesitate pursuing STEM careers. Actively<br> addressing math anxiety requires an intervention that reduces anxiety, changes attitude, and provides positive experiences. Hypnosis interventions are particularly suitable for this. Therefore, we developed a 30-minutes audio-hypnosis intervention and tested its effectiveness in this study. We randomly assigned students into an intervention group (N = 29) and a control group (N = 38). All students performed two real math tests at school. The intervention group listened at least once to the hypnosis audio intervention between both math tests. Immediately before each math test, we assessed state-math anxiety (measured with STAI-S). To investigate performance differences, we<br> analyzed students’ math performance scores in both math tests. Our results show that the hypnosis intervention led to a significant reduction in state-math anxiety, t(28) = 2.42, p = .022, Cohen`s dz = 0.45. Math performance did not differ significantly between math tests in the intervention group. Female students generally had higher trait math anxiety (as measured by SIMA scale) and showed a greater reduction in state math anxiety due to the hypnosis intervention, t(18) = 2.86, p = .010, Cohen`s dz = 0.66, compared to male students. It is possible that reduced state math anxiety could result in improved math performance in the long run. Overall, we conclude that our hypnosis intervention reduces math anxiety, especially in female students. Therefore, it is a promising method to promote especially females at an early point in their career and encourage them to choose STEM pathways. The final goal would be to establish hypnosis-based interventions at school encouraging students to activate their resources and develop their potential in all fields.</p>
Pivotal RCT to Test Safety and Efficacy of Digital Therapeutics 'ANZEILAX' for Managing Generalized Anxiety Disorder
ClinicalTrials.gov study NCT06010654. IPD Sharing: NO. Countries: 1. Publications: 1.
Interventions to Decrease Anxiety in Patients Undergoing Urodynamic Testing
ClinicalTrials.gov study NCT02168556. IPD Sharing: Not stated. Countries: 1. Publications: 1.
A Pilot Study of Reducing Test-Anxiety in a Cohort of Underrepresented in Medicine MCAT Students Using Near-Peer Coaching
ClinicalTrials.gov study NCT05224427. IPD Sharing: NO. Countries: 1. Publications: 0.
The Effect of Mandala Coloring Activity on Test Anxiety
ClinicalTrials.gov study NCT06695650. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Virtual Reality, Ice Application and Self-injection and Self-test Fair, Pain and State Anxiety
ClinicalTrials.gov study NCT04436666. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Effect of Virtual Reality Headsets on Fear Anxiety and Physiological Parameter in Skin Prick Test
ClinicalTrials.gov study NCT06401408. IPD Sharing: NO. Countries: 1. Publications: 9.
Reducing Test Anxiety in High School Students
ClinicalTrials.gov study NCT05481099. IPD Sharing: NO. Countries: 1. Publications: 1.
The Effect of Stress Ball Intervention During Non-Stress Test on Anxiety and Fetal Well-Being in High-Risk Pregnancy
ClinicalTrials.gov study NCT06302010. IPD Sharing: NO. Countries: 1. Publications: 11.
Here we Test Out an Online Compassion Focused Intervention for Adolescents With Social Anxiety Disorder and Analyze Its Effect on (Self)Compassion, Emotion Regulation and Social Anxiety Symptoms, as W
ClinicalTrials.gov study NCT07244198. IPD Sharing: NO. Countries: 1. Publications: 17.
Calmer Life: Testing the Effectiveness of a Treatment for Anxiety
ClinicalTrials.gov study NCT01702220. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Reiki Effects on the State Test Anxiety Levels and Exam Success
ClinicalTrials.gov study NCT05539820. IPD Sharing: Not stated. Countries: 1. Publications: 7.
Taking Open Label Placebo Further: Trial of Imaginary Pills in Test Anxiety
ClinicalTrials.gov study NCT04250571. IPD Sharing: Not stated. Countries: 1. Publications: 1.
The Effect of Stress Ball on Anxiety, Comfort and Non Stress Test Parameters of Pregnant Women During Non Stress Testing
ClinicalTrials.gov study NCT06741254. IPD Sharing: NO. Countries: 1. Publications: 3.
Testing a Digital Health Intervention App for Depression and Anxiety
ClinicalTrials.gov study NCT05373329. IPD Sharing: NO. Countries: 1. Publications: 1.
The EFFECT of VİRTUAL REALİTY (VR) HEADSET USE on ANXİETY LEVELS DURİNG URODYNAMİC TESTİNG
ClinicalTrials.gov study NCT06905665. IPD Sharing: NO. Countries: 1. Publications: 1.
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