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Contemporary society was given the labels of "test-oriented" and "test-consuming" (Zeidner & Most, 1992) due to its extensive use of testing assessments as a primary agent in decisions which impact several facets of people's lives. Test scores basically control an individual's status in regular school, employment and college. As one expert put it, "We are living in a test conscious, test-giving culture where the lives of individuals are in part determined by their test operation" (Sarason, 1959, p. 26). The increased use of evaluations and the high stakes that test scores have to scholastic success and advancement has put students under more intense pressure to do well on tests. (CITE) Hence, the phenomenon of test stress has come to be a prevailing issue in today's educational system. Test anxiety was defined as "the record of cognitive, affective, and behavioral responses that accompany concern over possible adverse effects contingent upon performance within an evaluation or evaluative situation" (Zeidner, 1998, p. 25-26). Overwhelming worrisome ideas can be referred to as the hallmark symptom of evaluation anxiety. People are generally consumed with negative ideas of potential failure in regards to testing situations. Wine's (1971) "cognitive- attention" version features these negative cognitions responsible for less than optimal performance on tests because the individual is obsessed with off-task information rather than having the ability to concentrate their attention on recalling relevant test substance. (CITE) Test-anxiety also causes physiological changes to happen as a consequence of added stress in evaluative settings. The body reacts to test stressors at a state of anxiety which causes heightened degree of stimulation and raised...