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Academic Buoyancy: Overcoming Test Anxiety and Setbacks.

ABSTRACT: High levels of test anxiety can be damaging for academic achievement, wellbeing, and mental health. It is important, therefore, to consider those psychological attributes that may offer protection against the development of test anxiety and its negative consequences, thereby contributing to a potential positive future life trajectory. Academic buoyancy, the ability to respond effectively to academic pressures and setbacks, is one such attribute that offers protection from high test anxiety. We begin by defining test anxiety and a brief review of the literature to consider the harmful nature of test anxiety. This is followed by a definition of academic buoyancy and brief review of the literature to consider the beneficial character of academic buoyancy. Next, we describe the Self-Regulatory Executive Function model of test anxiety and consider the mechanisms and processes by which academic buoyancy exerts beneficial effects on test anxiety. The paper concludes with a consideration of critical issues for the conceptualisation and measurement of academic buoyancy, arising from the synergies, connections, and relations, theorised with test anxiety, and how these may inform future studies.

SUBMITTER: Putwain DW

PROVIDER: S-EPMC10056025 | biostudies-literature | 2023 Feb

REPOSITORIES: biostudies-literature

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Academic Buoyancy: Overcoming Test Anxiety and Setbacks.

Putwain David William DW Jansen In de Wal Joost J van Alphen Thijmen T

Journal of Intelligence 20230221 3

High levels of test anxiety can be damaging for academic achievement, wellbeing, and mental health. It is important, therefore, to consider those psychological attributes that may offer protection against the development of test anxiety and its negative consequences, thereby contributing to a potential positive future life trajectory. Academic buoyancy, the ability to respond effectively to academic pressures and setbacks, is one such attribute that offers protection from high test anxiety. We b ...[more]

PMID: 36976135

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Project description:PurposeDuring their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter.MethodsA whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors.ResultsAcute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment.ConclusionDepressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received.

Project description:ObjectiveAcademic stressors among adolescents, strongly associated with emotional disturbance, increase the chance of psychiatric problems, and their severity increases over time when emotional and educational issues remain unresolved. The present study is designed to investigate the impact of cognitive behavioural therapy (CBT) on procrastination, burnout, self-handicapping behaviour, test anxiety, and school functioning among adolescents facing academic problems.Materials and methodsA total of 200 adolescents were enrolled for eligibility assessment; 129 participants met the eligibility criteria, and they were allocated to the experimental and waitlist control conditions. After the baseline assessment, participants were involved in the treatment condition, and after 6-8 follow-up sessions, they were referred for the post-assessment. We used different assessment measures to assess the outcome, i.e. General Procrastination Scale (GPS), Maslach Burnout Inventory-Student Survey (MBI-SS), Self-handicapping Scale (SHS), Test Anxiety Inventory (TAI), and Living up to Parental Expectation Scale (LPES). Repeated measures ANOVA was used to analyze the results.ResultsThe current RCT findings suggest that CBT was found an effective treatment condition to address the emotional problems among adolescents. CBT significantly reduced the degree of procrastination {F (1, 63) = 25.01, p < .000, η2 = 0.29} academic burnout {F (1, 63) = 11.08, p < .000, η2 = 0.16}, test anxiety {F(1, 63) = 88.17, p < .000, η2 = 0.59}, and self-handicapping {F (3, 56) = 10.17, p < .000, η2 = 0.16} among adolescents. CBT also significantly helped the students to manage parental unrealistic expectations through providing relationship skills and training {F (3,56) = 546.46, p < .001, η2 = 0.89). Further analysis reveals that counseling sessions substantially improved students' academic performance and students functioning at school in term of attendance and punctuality.ConclusionIt is concluded that CBT efficiently addressed emotional and academic problems (i.e. procrastination, burnout, test anxiety, and self-handicapping behavior), improved students' functioning at school (i.e. attendance & and academic grades), and guided the students to manage unrealistic parental expectations.

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Academic Buoyancy: Overcoming Test Anxiety and Setbacks.

Publications

Academic Buoyancy: Overcoming Test Anxiety and Setbacks.

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