Navigating the Waves of Test Anxiety: A Guide for Parents By Dr. Artyom Zinchenko
As parents, we often see our kids facing many challenges in school, with test-taking standing out as a significant one. Children undergo numerous tests throughout their academic journey. From elementary school to 12th grade, a typical student might encounter up to 112 major tests, state exams, and frequent quizzes and practice tests in the classroom. These assessments are crucial not only for evaluating academic progress but also for shaping future educational directions.
Yet, the very significance that makes these tests crucial can also render them a source of considerable stress for students. This stress, known as test anxiety, is a worry about schoolwork that comes with physical and mental symptoms during tests. Test anxiety is more than just feeling a little nervous before a test. It can be so strong that it makes it hard for students to do their best when taking exams. Physically, students might experience symptoms like a rapid heartbeat, headaches, or nausea. Mentally, they may struggle with concentration, havNavigating the Waves of Test Anxiety: A Guide for Parentse difficulty recalling studied material, or be plagued by negative thoughts about their performance.
Recent studies by Plante and colleagues (2022) highlight the prevalence of test anxiety, finding that 10-40% of school-aged children experience test anxiety. Similarly, Bischofsberger et al. (2021) reported that 10-50% of college students suffer from pronounced test anxiety. The impact of this anxiety is substantial, potentially leading to lower academic performance, weaker working memory, and, in severe cases, even school dropout. The wide-ranging effects of test anxiety underscore its significance as a barrier to student success and well-being.
The causes of test anxiety are complex and varied. Plante’s study referenced above found that a student’s performance in math at the end of elementary school could predict their level of test anxiety when they enter secondary school. This correlation is crucial as it links academic performance and emotional responses to testing. These results highlight the importance of monitoring academic progress as a potential indicator of test anxiety. This awareness can help educators and parents adopt a more empathetic and supportive approach to education, where emotional well-being is considered alongside academic achievement.
Test anxiety, intriguingly, is not exclusive to students who struggle academically; it also affects high achievers, indicating its indiscriminate impact across all academic levels. High-achieving students may feel stress from intense study habits and the pressure to maintain excellent grades, and those facing academic difficulties might see their struggles amplified by feelings of inadequacy and fear of failure. This diversity in how test anxiety manifests emphasizes the importance of recognizing and addressing it in all students. Timely and effective measures can greatly mitigate its effects, aiding students to reach their academic potential by providing broad-based support strategies in educational settings.
Addressing test anxiety effectively requires acknowledging its complex roots, which can range from fear of rejection by parents, teachers, or peers to past failures, inadequate preparation, or difficulties in performing under time pressure. There is no one-size-fits-all solution to this multifaceted issue.
However, incorporating certain techniques can be beneficial.
- Simple yet powerful techniques such as deep breathing and visualization are particularly helpful. For instance, a student engaging in slow, deep breaths before an exam can significantly reduce stress, achieving a state of calm and focus.
- One practical method is the 4-7-8 breathing technique, which involves inhaling for 4 seconds, holding the breath for 7 seconds, and exhaling for 8 seconds. Another example might be the ‘5-5-5’ breathing technique, which is especially useful for younger students. This involves breathing in for 5 seconds, holding for 5 seconds, and exhaling for 5 seconds. These breathing techniques are easy to remember and can be quick ways for students to regain control over their anxious feelings and refocus before or during a test. It’s a simple yet effective way to manage anxiety in the moment.
- Visualization also plays a positive role; students picturing success or imagining themselves in peaceful settings can provide a mental respite from the pressures of anxiety. Let’s consider a third grader who might be feeling anxious. A suitable visualization for them could be imagining they are in their favorite storybook or a superhero in their favorite movie. They could picture themselves confidently overcoming obstacles, just like their heroes do. This positive visualization can boost their confidence and provide a mental break from the stress of the test. For slightly older students, visualization could entail picturing the test as a series of manageable challenges, each successfully tackled. They could visualize themselves confidently answering questions, remembering the information they studied, and feeling calm throughout the process.
As an inevitable part of the school system, testing greatly influences students’ grades and psychological well-being, affecting learners across all achievement levels. Addressing test anxiety effectively requires both external support and a nurturing home environment. Students benefit greatly from seeking help through clarifying concepts with teachers, discussing their concerns with counselors, or collaborating with peers. Simultaneously, parents play an integral role by engaging in open dialogues about test anxiety, establishing consistent study habits, and fostering a healthy lifestyle. This potent combination of external support and positive home reinforcement can significantly empower students to manage test anxiety with confidence and resilience.
ABOUT
Dr. Artyom Zinchenko, co-author of Wisest Learners (Parent Edition): Unlock the Secrets to Your Child’s Academic Success is an accomplished cognitive neuroscientist and researcher at Ludwig-Maximilian University in Munich, where his research interests include cognition-emotion interaction and long-term memory-guided attention during visual search. He uses various neurophysiological methods to support his research, such as transcranial magnetic stimulation, electroencephalography, skin-conductance, eye-tracking, and combined EEG-fMRI methodology.
Thank you,
Glenda, Charlie and David Cates
