TEST ANXIETY
A SERIES OF RESEARCH AND INFORMATIONAL PUBLICATIONS BY CRG
CRG | PUTTING THE WORLD’S BEST RESEARCH TO WORK FOR GIRLS
by Tori Cordiano, PhD and Lisa Damour, PhD
GIRLS AND TEST ANXIETY
Many girls experience intense text anxiety despite strong performance in class, on homework, and even on tests. Girls suffer from
test anxiety more than boys do1, perhaps because girls have been
found to feel more threatened in situations where they are being
evaluated.2 Test anxiety comes with real consequences: girls dread
assessments, doubt their ability, and ultimately underperform on
tests. Even when compared to boys who suffer from test anxiety,
research finds that girls experience higher levels of test anxiety
and that their scores suffer more.3
Test anxiety often manifests in uncomfortable symptoms as a
racing heart, trouble concentrating, and difficulty recalling and
applying relevant material. When girls experience these symptoms
they often turn to ineffective test-taking techniques: they give up
and start filling in answers randomly, or they exert too much
energy on the test by anxiously double-checking and changing
answers. Either way, their scores go down.
[ GIRLS AND TEST ANXIETY ]
Effective study strategies allow girls to engage with the material instead
of simply reviewing what they’ve learned.
CAUSES OF TEST ANXIETY
MISINTERPRETING NORMAL ANXIETY
A certain amount of anxiety is normal and helpful at key
moments. In testing situations, mild anxiety has been found
to increase motivation and improve test results.4 Test scores
only drop when anxiety becomes too intense and panic
symptoms — racing heart, negative thoughts, and
“brain freeze” — take over.
* NORMALIZING ANXIETY
Rather than treating all anxiety as harmful, girls benefit
from knowing that some anxiety should be expected
and can actually enhance performance.5 Help your
daughter to appreciate that being a little bit nervous
will help her “get her game on” so that she can go in
and “beat the test.”
STEREOTYPE THREAT
A phenomenon known as stereotype threat can trigger
anxiety in situations where girls worry that their test
performance might confirm a negative stereotype. For
example, girls sometimes underperform on math tests simply
because they are worried that their scores might support
the inaccurate idea that they are weaker than boys at math.6
Individuals experiencing stereotype threat become anxious
in performance situations. Their anxiety can manifest in
increased blood pressure7, “brain freeze”8, or giving up on the
test or second guessing answers.9 When girls are unaware of
the phenomenon of stereotype threat, they blame themselves
for their anxiety (e.g., “This test is too hard for me.” or “I must
not be as prepared as I thought I was!”). As their anxiety goes
up, their test performance goes down.
* REDUCING THE EFFECTS OF STEREOTYPE THREAT
Interventions that teach girls about the concept of
stereotype threat can shield girls from its negative
effects.10 Providing girls with situational (as opposed to
stereotype-based) explanations for the anxiety they experience in test situations may also reduce the negative
effects of stereotype threat.11 For example, teachers and
parents can offer explanations such as “You may feel
nervous because you are taking the test in a classroom
you don’t usually use.” Finally, offering positive stereotypes, such as “Girls get better grades than boys,” or
providing examples of high-achieving women can also
reduce the effects of stereotype threat.12
INEFFECTIVE STUDY SKILLS
Test anxiety can result from inadequate test preparation.
Girls may spend hours studying for tests, but their
common strategy of re-reading their notes and texts is
actually inefficient and ineffective.13
* STUDYING MORE EFFECTIVELY
Effective study strategies allow girls to engage with
the material instead of simply reviewing what they’ve
learned. Girls can move from unhelpful passive studying
techniques to effective active techniques by taking
practice tests that mimic the test they’re preparing
for (e.g., practice writing an essay for and essay test,
practice doing math problems for a math test), asking
a parent to quiz her on test material, writing and
answering her own practice questions that require her
to retrieve information from memory14, or discussing
the material with a friend. Research also finds that girls
benefit when they break study sessions into shorter
sessions over several days or weeks leading up to the
test15 and mix different types of problems together,
rather than working on one type of problem repeatedly
(a practice known as “interleaving”).16
COPING WITH TEST ANXIETY
Coping skills can be used to address the irrational
thoughts that accompany test anxiety (e.g., “I don’t
know what I’m doing!” “I’m going to fail this test.”)
and to manage the physical effects of nervousness.
Interventions targeting self-efficacy — a girl’s sense
of confidence and preparedness for the test — can
curb test anxiety.17 Just before and during a test, girls
may benefit from using what psychologists call “selftalk” to tell themselves, “I know how to solve these
problems,” or “I am prepared for this test.” Girls can
also use relaxation techniques such as diaphragmatic
breathing, progressive muscle relaxation, and
visualization to reduce anxiety.18 Ideally, girls should
practice these skills before the test at a time when
they are calm, so they are able to use the skills
effectively during testing situations.
GIRLS AND TEST ANXIETY [ ENDNOTES ]
1
Cassady, J.C. & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
http://www.sciencedirect.com/science/article/pii/S0361476X0191094X
2
Arch, E.C. (1987). Differential responses of females and males to evaluative stress: anxiety, self-esteem, efficacy and willingness to participate.
In R. Schwarzer, H.M. Van der Ploeg, & C.D. Spielberger (Eds.), Advances in test anxiety research, Vol. 5 (97-106). Berwyn, PA: Swets North
America.
3
Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender differences in math anxiety and the relation to math performance while
controlling for test anxiety. Behavioral and Brain Functions, 8, 1-9.
4
Gregor, A. (2005). Examination anxiety: live with it, control it, or make it work for you? School Psychology International, 26, 617-635.
5
Keeley, J., Zayac, R., & Correia, C. (2008). Curvilinear relationships between statistics anxiety and performance among undergraduate
students: evidence for optimal anxiety. Statistics Education Research Journal, 7, 4-15.
6
Spencer, S.J., Steele, C.M., & Quinn, D.M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology,
35, 4-28.
7
Osborne, J.W. (2007). Linking stereotype threat and anxiety. Educational Psychology, 27, 135-154.
8
Schmader, T. & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and
Social Psychology, 85, 440-452.
9
Steele, C.M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and
Social Psychology, 69, 797-811.
10
Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: teaching stereotype threat as a means of improving women’s math
performance. Psychological Science, 16, 175-179.
11
Ben-Zeev, T., Fein, S., & Inzlivht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41, 174-181.
12
McGlone, M.S., & Aronson, J. (2007). Forewarning and forearming stereotype-threatened students. Communication Education, 56, 119-133.
13
Dunlosky, J. Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Psychological Science in the Public Interest, 14, 4-58.
14
Roediger, H.L., & Karpicke, J.D. (2006). The power of testing memory: basic research and implications for educational practice.
Perspectives on Psychological Science, 1, 181-210.
15
Rohrer, D., & Pashler, H. (2007). Increasing retention time without increasing study time. Current Directions in Psychological Science, 16,
183-186.
16
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837-848.
17
Segool, N.K., von der Embse, N.P., Mata, A.D., & Gallant, J. (2014). Cognitive behavioral model of test anxiety in a high-stakes context:
an exploratory study. School Mental Health, 6, 50-61.
18
von der Embse, N.P., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: a systematic review
of treatment studies from 2000-2010. Psychology in the Schools, 50, 57-71.
19
Dawson, P., & Guare, R. (2009). Smart but scattered. New York: Guilford Press.
20
Moss, W.L., & Deluca-Acconi, R. (2013). School made easier: A kid’s guide to study strategies and anxiety-busting tools. Washington, DC:
Magination Press.
RESOURCES FOR PARENTS
ONLINE RESOURCES
CRG RESEARCH BRIEF ON STEREOTYPE THREAT
This CRG research monograph summarizes important information about stereotype threat,
including why it occurs and how to help combat its negative effects.
http://www.laurelschool.org/uploaded/programs/crg/crg_downloads/CRG_STEREOTYPE.pdf
GIRL VS. TEST
In this Education Week article, CRG Director Dr. Lisa Damour describes how
healthy aggression can be a girl’s best friend when it comes to taking tests.
http://www.edweek.org/ew/articles/2011/09/28/05damour.h31.html
BOOK
SMART BUT SCATTERED
Written by psychologist Dr. Peg Dawson and neuropsychologist Dr. Richard Guare, this guide19
introduces parents to executive skills, such as organization and emotional control, that can be
harnessed to maximize students’ performance and reduce school-related anxiety.
ORIGINAL RESEARCH
GIRLS, STRESS, AND WELL-BEING
Researchers from Boston College and Boston University collaborated with Laurel School’s Center for
Research on Girls to study the factors that contribute to and alleviate stress in high-achieving girls.
http://www.laurelschool.org/uploaded/programs/crg/crg_downloads/CRG_STRESS_WELL_BEING.pdf
RESOURCES FOR STUDENTS
RESOURCE FOR TEACHERS
ONLINE RESOURCE
ONLINE RESOURCE
ETS GUIDE TO REDUCING TEST ANXIETY
This guide produced by ETS, the testing company responsible for the GRE and Praxis Test Series, is designed to help
students identify signs of test anxiety and utilize effective
test-taking techniques and strategies to manage anxiety
during assessments.
http://www.ets.org/s/praxis/pdf/reducing_test_anxiety.pdf
CRG GUIDE FOR TEACHERS:
SHIELDING STUDENTS FROM
STEREOTYPE THREAT
This CRG research summary presents
important information to help teachers
understand and address stereotype
threat in the classroom.
http://www.laurelschool.org/uploaded/programs/crg/crg_downloads/stereotypeTHREATteachguide_11.pdf
BOOK
SCHOOL MADE EASIER
Written by Dr. Wendy Moss, a clinical psychologist, and
Robin DeLuca-Acconi, a licensed clinical social worker,
School Made Easier20 (for children ages 8-13) is designed to
help students understand test anxiety, develop better study
and organizational habits, and learn techniques to manage
academic stress.
Copyright © 2015 Laurel School’s Center for Research on Girls