Tools for reducing university test anxiety: proposal for intervention

Resum

Intervention programs in "test anxiety" have had a great developmentdue to the importance in modern society have their debilitating effects onemotional well-being and cognitive performance of many individuals(Amutio & Smith, 2008; Gutiérrez-Calvo, 1996; Miralles & Hernández,2012; Miralles & Sanz, 2011; Piemontesi & Heredia, 2009; Polo,Hernández & Pozo, 1996; Rosário et al., 2008; Spielberger & Vagg,1987). These treatments have provided adaptive strategies for studentswith test anxiety to face the exam situation rather than to avoid it, and soprevent a significant decrease in academic achievement (Serrano,Delgado & Escolar, 2010; Serrano & Escolar, 2011; Serrano, Escolar, &Delgado, 2002; Serrano, Escolar, & Delgado 2011).In this chapter we describe: the evolution of treatments in testanxiety; the different therapeutic techniques used in reducing test anxietyin university students; and the differential efficiency of coping strategiesemployed in the treatment of test anxiety.Also, we propose a specific treatment with cognitive-behavioral toolsfor students with test anxiety. It is based on: The definition of test anxiety as a specific type of anxiety thatreflects the predisposition to manifest anxiety responses ineducational situations in which the individuals are or feel evaluated. The distinction between rational and irrational anxiety proposed byWolpe (1958), that is, we differentiate between students withoutstudy skills and without self-control skills over their study behavior,and students who have these skills in their behavioral repertoire andput them into practice. In the first case, we are talking about rationalanxiety and in the second case about irrational anxiety. Thus, weconsidered that the students who suffer test anxiety come under theconcept of irrational anxiety. The existence of individual patterns of response in test anxiety, beingtherefore necessary to adapt the characteristics of each participant toa coping strategy. A stress inoculation program for the treatment of test anxiety.Finally, we consider that a careful diagnostic evaluation of thespecific weaknesses of students with this type of anxiety is necessary,with a view to further research into test anxiety treatments and theiroptimization. This requires an evaluation of individual differences inwillingness to experience cognitive processes of worry and emotionalreactions in test situations and the measurement of attitudes towardsstudy skills and routines. Only then will it be possible to preparetreatment programs in accordance with the specific needs and specificproblems of our students.