Test Anxiety: A Narrative Analysis

The United State’s education system pay noticeably more attention to appear intelligent rather than actually being intelligent. As a scholar in the United States, I felt compelled to rely heavily on my ability to memorize to achieve success in the future rather than taking the time and effort to engage in deeper learning.

In every school and in every grade, there are students struggling with test anxiety. Majority of schools require their students to pass a certain number of standardized tests to pass that grade or a certain amount before they can graduate high school. The No Child Left Behind Act of 2001 (NCLB) requires states to administer state assessments (“Opt Out Info”). Test anxiety is a problem in all schools, and needs to be taken in consideration, by decreasing the pressure on students, especially those who suffer from test anxiety. But how can we do that, and what can parents and teachers do to help?

Today we focused on organizing Nathan's notebook, completing an ELA worksheet, and reading and taking notes from his book, Maniac Magee. Nathan did fairly well today, and stayed on task long enough to complete the assignments that I asked him to do. I saw several of his grades today from ELA, and his teacher commented that she had a hard time reading his handwriting. I was glad to hear that he got a good score on his science test, and I told Nathan that he should be happy with the grade. He does have a ways to go, but it doesn't hurt to give praise when it's due. I am concerned though about his reading and handwriting skills. His handwriting is difficult to read, and he also struggles with spelling which makes his writing a challenge to understand

Tina meets the diagnostic criteria for panic disorder with agoraphobia. I believe this is the appropriate diagnosis because her symptoms meet the criteria in the DSM-IV.

Instructions: Read the following case study about a woman, Allison, who is suffering from anxiety. After you have read the case study, diagnose Allison and present some methods of treatment by answering the questions.

Thank you for letting me know about the change in his medication. Based on observation, he seemed more distracted. We set a focusing goal yesterday during lunch, and when he came during my class (CA) he reported that he was focused during Science and Social Studies. I looked at his Math test paper yesterday, and he did not show his work and that would explain why he scored 50%. We will work on his test corrections (Science/Social Studies) and review for the Science retake today so he can have a better grade. He is a hardworking student.

As I was growing up, I would have never expected my life would come to this. It began gradually and continued until it engulfed me. My whole life revolved around it, and would change the person I am for the rest of my life. The constant fear and paranoia, are unimaginable, and no description, or imaginary details can truly capture the extent of its effects. It is my bully, yet I cannot tell someone, get help, and stop it. This bully is not in my class, but instead in my head. His name is anxiety.

Anxiety is caused by stress and can causes a person to feel a sense of nervousness and fear. Studies have shown that anxiety can lead to habit forming usage of unhealthy substances. For example, chain smoking has been connected as a response to stress. Typically, people with a higher anxiety level have a higher desire to smoke cigarettes. For most people the nicotine in cigarettes helps regulate negative thoughts and emotions. It has also been supported that people are two times as likely to begin smoking regularly if they have a diagnosed anxiety disorder (Wiggert, Wilhelm, Nakajima, al’Absi). About 50% of college students who smoke cigarettes have a higher level of anxiety from classes.

The anxiety started when we checked into the hotel. I was in Syracuse with three of my best friends, ready to have a weekend full of exhilaration and laughter.

I was sitting in a blue chair in the kitchen, confused. My brother was sitting to my right. I looked into my dad’s eyes; they were pained and full of sadness. He started speaking to us, but I only remember hearing the last sentence: “Dadi has a terminal neurological condition, called PSP.” Shock rushed through my body as I processed his words. Every memory of my grandparents, living life to the fullest within their quaint house in the Pittsburgh suburbs, rushed through my mind as I tried to hold on to the past.

Motivation can come from a variety of factors in an individual’s life, stress is one of those factors that can have either a positive or a negative effect (Deckers, 2014; Heiman, 2004). Stress can appear in an individual through physiological, psychological and behavioural symptoms (Deckers, 2014). Deckers (2014) conveys that when an individual has a physiological response to stress, it is the product of hormones creating the symptom in the body, for example, nausea or sweating. In addition the psychological symptoms representing stress are identified through the level of stability of an individual’s mind and feelings, and can be rated through measures of anxiousness, nervousness, self-confidence, irritability or negativity of emotions (Deckers, 2014). Behavioural symptoms of stress can be enacted out by an individual through excessive or dysfunctional conduct, for example, through an increase in consumption of alcohol or caffeine, an intake of drugs, or poor sleeping habits (Deckers, 2014). Although the symptoms mentioned have an attached negative stigma, it does not necessarily follow that all encounters with it will result in negativity. Deckers (2014) explains that stress can be a motivator to a goal: if a problem arises in the pursuit of the goal, stress can occur, then an individual could be encouraged to overcome the situation to achieve their goal through coping.

In algebra, we will be taking the mid-term exams soon, and will have been preparing for weeks prior. I have been successful in algebra by maintaining my grade at an A. Currently, we are learning about the equation “y=mx+b,” and a am sure I have

During my first year of high school, I faced an enormous challenge: test anxiety. Prior to high school, I had always felt nervous about exams of any kind. However, in high school, the stakes became higher and test scores had a bigger impact. This was a very frustrating challenge because I was always a very strong student with high grades. I was a perfectionist on most assignments. However, when it came time for the test, I choked and felt paralyzed, like I couldn't think properly. I absolutely had to find a solution to this problem. My future depended on it. My test anxiety is the most significant challenge I have faced and overcome.

Test anxiety is a type of performance anxiety that gives you an unpleasant feeling in a situation where you feel pressured to do well. It can affect one’s body and mind, causing physical symptoms, such as sweating, a pounding heart, and rapid breathing. I realized I had test anxiety last year.

Test anxiety is a real and measureable problem student’s face regardless of their grade or level of academic achievement. Test anxiety can also adversely affect how students participate in and view the learning process long term. This study was designed to examine the effects of test anxiety on high school students specifically, and how the stress associated with the processes or outcomes of standardized testing can negatively impact their performance. There is also a theory that contributing factors of test anxiety can also impact social anxiety. The purpose of this study is to determine if students with determined higher levels of test anxiety perform lower overall on standardized