Page 7 - JCBP-3-2

Journal of Clinical and

Basic Psychosomatics

REVIEW ARTICLE
Theoretical models, mechanisms, assessment

methods, and intervention strategies for test
anxiety: A narrative review

Run Shi 1 and Yonggui Yuan *
1,2
1 Department of Psychosomatics and Psychiatry, Zhongda Hospital, School of Medicine, Southeast
University, Nanjing, Jiangsu, China
2 Jiangsu Provincial Key Laboratory of Critical Care Medicine, Southeast University, Nanjing, Jiangsu,
China

Abstract

This study systematically explores the complexities of test anxiety and its effects on
students’ academic performance. Test anxiety is an immediate response to external
stress and is closely linked to intrinsic factors such as personality traits, perfectionism,
and metacognitive beliefs. These factors play crucial roles in the development and
persistence of anxiety, particularly cognitive worry and intrusive thoughts, that
significantly moderate the relationship between perceived control and academic
*Corresponding author: outcomes. Moreover, this study evaluates various interventions for reducing test
Yonggui Yuan
(101011406@seu.edu.cn) anxiety such as cognitive-behavioral therapy, imagery reframing, hypnosis, self-
hypnosis, and biofeedback devices. Although these interventions have proven
Citation: Shi R, Yuan Y. Theoretical effective, their impact varies across discrete cultural contexts, educational levels,
models, mechanisms, assessment
methods, and intervention and individual traits; therefore, more personalized and adaptable strategies are
strategies for test anxiety: needed. Moreover, the potential of pharmacological approaches such as prescribing
A narrative review. J Clin Basic placebos presents new opportunities for clarifying the psychological mechanisms of
Psychosom. 2025;3(2):1-10.
doi: 10.36922/jcbp.3946 test anxiety and integrating these findings into practical treatments. Nevertheless,
research gaps remain, particularly regarding causal relationships between test anxiety
Received: June 14, 2024
and academic performance. Anxiety is often viewed to cause poor performance,
1st revised: August 28, 2024 but the reverse can also occur. Future investigations should delve deeper into these
2nd revised: September 2, 2024 dynamics and contemplate the roles of family and school environments, which
are often overlooked. The sustainability and effectiveness of interventions can be
3rd revised: September 10, 2024
enhanced by integrating family therapy with school collaborations. In summary, this
Accepted: September 18, 2024 study advances the existing knowledge of test anxiety and offers valuable insights
Published online: November 28, for future investigations and interventions. It also emphasizes the need for optimized
2024 assessment tools and real-time, adaptive interventions to improve students’ academic
Copyright: © 2024 Author(s). resilience and performance.
This is an Open-Access article
distributed under the terms of the
Creative Commons Attribution Keywords: Test anxiety; Theoretical models; Assessment methods; Intervention strategies
License, permitting distribution,
and reproduction in any medium,
provided the original work is
properly cited.
Publisher’s Note: AccScience 1. Introduction
Publishing remains neutral with Students frequently experience psychological difficulties posed by text anxiety. Test anxiety
regard to jurisdictional claims in
published maps and institutional was included in the Medical Subject Headings in 2021 under the category of performance
1
affiliations. anxiety. It was defined as anxiety related to situations that assess abilities or knowledge. A

Volume 3 Issue 2 (2025) 1 doi: 10.36922/jcbp.3946