Presentation on theme: "ASSISTING THE TEST ANXIOUS STUDENT. Test Anxiety…How bad is it? Appears to cause 15 to 25 percent of college students to perform more poorly on exams."— Presentation transcript:
ASSISTING THE TEST ANXIOUS STUDENT
Test Anxiety…How bad is it? Appears to cause 15 to 25 percent of college students to perform more poorly on exams than they are capable of doing Continues to be reported on counseling needs surveys across the country May lead to withdrawal from courses and/or college Literally makes students sick
How can you help? It is very likely that the tutees you work with on a daily basis suffer from test anxiety YOU can share ways that may assist students to manage their anxiety
What Causes Test Anxiety? Academic Skills Deficits Cognitive-Attentional Factors Social Learning Factors
Academic Skills Deficits Includes inadequate study habits Research supports findings that high test anxiety is associated with a lack of effective study skills or deficient test taking skills This area is where you as a tutor may have the most impact
Social Learning Factors Modeling Internal vs. External Locus of Control Self-efficacy: The level of ones belief in his/her ability to handle a certain situation or engage in certain behavior(s).
Cognitive-Attentional Factors Worry Thoughts Self-Critical Thoughts Thoughts about Potential Negative Consequences Excessive Thinking about Alternative Answers Thoughts about Performance Anxious States: Physical and/or Emotional Arousal Irrelevant Thoughts: Thoughts not Related to the Task at Hand
Deep Breathing Breathing deeply and slowly has a calming effect on the body Useful for test anxiety as well as many other times in life when one feels stressed Has been shown to significantly lower blood pressure Lets Practice!
Guided Imagery Tutee should already be familiar and capable of using Deep Breathing Guided Imagery facilitates relaxation as well as increasing cognitive control Not everyone is able to do guided imagery…especially on the first try Practice time…Lets imagine!
The So-What-If-Technique Does not deny the importance of doing well on exams but enforces rational thinking of outcomes Reduces impact of disruptive, worrisome thinking Role Play
Self-Affirmation Goal is to get the student to engage in positive self-talk The method is deceptive because it truly is simple, yet effective Lets create some of our own self-affirmations
Resource College Reading and Learning Association Tutor Training Handbook, Revised Edition Article written by Jones, Lesley, Southwest Texas State University.