Page 13 - JCBP-3-2

Journal of Clinical and
Basic Psychosomatics Theoretical models for test anxiety

an examination and can thus significantly impact 8. Limitations
performance. Such temporal inconsistencies imply that
interventions to mitigate test anxiety should be adaptable First, in terms of literature sources, the utilized databases
and should target anxiety as it changes over time. are extensive and provide a wide range of academic papers
but may not encompass all relevant studies, particularly
7. Discussion those published in less accessible or non-indexed journals.
Thus, this study could have overlooked important
Gaps remain in the extant research on test anxiety. First, findings from other databases or gray literature such as
significant correlations have been established between test dissertations, conference proceedings, and government
anxiety and numerous other factors; however, correlation reports. Therefore, this review may not fully represent the
does not imply causation. It is generally assumed in the existing research on test anxiety.
context of the relationship between test anxiety and
academic performance that test anxiety results in poor Second, this study employed a narrative review,
academic performance; however, poor performance may which cannot offer comprehensive quantitative evidence.
also trigger test anxiety. Thus, future research initiatives Therefore, the persuasiveness of its results could be limited.
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could explore the differential impact of test anxiety at Unlike systematic reviews or meta-analyses, narrative
various stages of a semester and ascertain the psychological reviews do not employ rigorous and transparent methods
mechanisms that underpin such disparities. for literature search and data synthesis. Thus, potential
biases could occur in the selection and interpretation of
Furthermore, test anxiety is related to individual studies. The conclusions derived from narrative reviews
aspects as well as external factors such as parenting styles are intrinsically more subjective and less robust without
and school environments. Although various intervention the performance of quantitative analyses such as effect
methods now exist to mitigate test anxiety, most size calculations or statistical comparisons. Hence, the
approaches do not incorporate support from families and generalizability of the findings of this study is limited and
schools, which could undermine the sustainability of their the strength of the presented evidence may be undermined.
effects. Many people consider the college admission rate to
be a key indicator of a school’s educational quality and the 9. Conclusion
sole driver of the advancement of a school. Such unilateral This study’s analysis of research on test anxiety conducted
perceptions instigate societal emphasis on “scores above from 2018 to the present addresses questions regarding the
all” thinking and overplay the importance of examinations nature of test anxiety, mechanisms through which it exerts
for individual development. Intervention designs that its effects, methods for measuring test anxiety, and strategies
entail classroom and school cooperation can help reduce for interventions. The findings underscore the importance
test anxiety more effectively. Likewise, harmonious family of considering both cognitive and emotional dimensions
relationships and understanding parents can help reduce in addressing test anxiety. In particular, cognitive concerns
the negative impact of test anxiety on students. Previous and intrusive thoughts have been shown to significantly
research has indicated that family therapy is effective in mediate the relationship between perceived control and
enhancing adolescents’ psychological states. Notably, academic outcomes; thus, their influence requires further
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Lebowitz et al. found that parent-based treatment attention. In addition, this review underlined the influence
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alone was as effective in mitigating children’s anxiety as of personality traits, perfectionism, and metacognitive beliefs
child-centered CBT. Therefore, more research could be on test anxiety, indicating that these factors contribute to the
conducted in the future on the efficacy of family therapy development and persistence of anxiety in academic settings.
for test anxiety.
Analyses of interventions employing methods such
Prospective research ventures should also focus on as CBT, IR, and biofeedback devices demonstrate that
refining and validating test anxiety scales across diverse a range of psychological and physiological approaches
educational and cultural contexts to ensure that they can effectively reduce test anxiety. However, such
accurately capture the complexities of this psychological interventions vary in efficacy across different contexts
phenomenon. In addition, longitudinal studies are and populations. Thus, mental health practitioners should
needed to explore the temporal dynamics of test anxiety adopt individualized and adaptive treatment strategies
and investigate the fluctuation of anxiety levels over time and interventions that are tailored to the specific needs
and during high-stakes examinations. Such studies could of individual students. Moreover, test anxiety is dynamic
inform the development of real-time interventions that and fluctuates throughout the duration of an examination;
can adapt to students’ changing emotional states and thus therefore, real-time interventions are essential. For
enhance their academic resilience and performance. instance, students could better regulate their emotions

Volume 3 Issue 2 (2025) 7 doi: 10.36922/jcbp.3946