Michelle Garcia


The purpose of this study was to investigate the pre-testing differences in persons with test anxiety (TA) comparted to person without test anxiety. Specifically, the study focused on differences in test preparation and study methods between groups. Further understanding of pre-test differences regarding the processing and study methods of TA students may lead to the development of interventions that improve the deficits experienced by those with TA. All participants were administered the Cognitive Test Anxiety Inventory (CTAI) designed by Cassady and Johnson (2002). Persons that scored above the mean of 73.1 were classified as having TA, those who scored below were classified as non-test anxious. Each participant was administered two study conditions, the control and the experimental conditions. Each condition consisted of viewing a video clip and a written text followed by a multiple-choice exam which tested the presented material. Participants in the control group were allotted a study time where they were able to use any notes and study methods of their choice to prepare for the test. The experimental condition differed in that during the allotted study time, students were given a study guide with a list of concepts which they were allowed to use as they liked to prepare for the test. The participant’s scores were analyzed and results suggest a significant difference between TA and non-TA groups within the control condition. These data suggest that a study guide may be a viable intervention to closing the gap between TA and non-TA test performance.