Content uploaded by Alyson Carr
Author content
All content in this area was uploaded by Alyson Carr on Sep 01, 2016
Content may be subject to copyright.
A preview of the PDF is not available
An Exploratory Study of Test Anxiety As It Relates To The National Clinical Mental Health Counseling Examination
Abstract and Figures
Test anxiety involves a variety of physiological, cognitive, and emotional components. Those suffering from high test anxiety seem to perform poorly on examinations because test anxiety can contribute to information processing challenges both while studying for tests and during evaluative situations. Current research indicates that when a training program is applied that incorporates cognitive behavioral techniques as well as study skills training, highly test anxious individuals can overcome information processing challenges, increase their academic performance, and earn higher scores on tests.
In this study, a training program (Counseling Exam Test Anxiety Intervention) combining cognitive behavioral techniques and study skills training was applied to highly test anxious counselors and counselors in training preparing to retake the National Clinical Mental Health Counseling Examination (NCMHCE) after failing it at least once. This study makes the first known attempt to examine test anxiety specifically associated with the NCMHCE. The research questions guiding this study related to exploring the nature of test anxiety, any changes that occurred during administration of the Counseling Exam Test Anxiety Intervention (CETAI), and whether or not the CETAI was effective in terms of decreasing test anxiety and increasing academic performance. The findings revealed that when participants in this study applied the skills they learned from the CETAI, they improved their scores on practice tests, experienced an increase in confidence, and the majority of them successfully passed the NCMHCE when they retook it.
Figures - uploaded by Alyson Carr
Author content
All figure content in this area was uploaded by Alyson Carr
Content may be subject to copyright.
... Regarding the exam for CMHC, one dissertation (Carr, 2016) was found that began to explore the presence of test-anxiety in students taking the National Clinical Mental Health Counseling Examination (NCMHCE). The CSW exam-governed by the Association of Social Work Boards (ASWB)-is more prominently written about, with Allen and O'Dell (2007) describing corollary, yet statistically insignificant relationships between passing the ASWB exam and being involved with a preparation course. ...
... However, the study material given to the students for the exam and the amount of preparation time necessary may have increased test-taking anxiety (Sansgiry et al., 2005). This research is cited, along with earlier noted research on test anxiety in the counseling exam (Carr, 2016), to show that there may be a link between this anxiety and performance on important professional examinations like the licensure exams in MFT. Carr's study is the only study we could find that directly examined the link between test taking anxiety and professional licensure exams, but we felt this was an important variable to explore for the LMFT exams. ...
This article describes the findings of a study that explored potential factors that influence the pass rate for those taking marriage and family therapy (MFT) licensing exams, both the national and California exams. An online, national survey was conducted to determine factors associated with passing the MFT licensing exams. The survey included measures of test anxiety, coping strategies, perceived stress, and experience of discrimination. The demographic results included patterns of racial and age disparities similar to those reported by the Association of Social Work Boards (2022), especially for Black respondents. Specific and readily implemented recommendations for making the current exams more equitable include (a) changing the phrasing of questions, (b) clarifying and reducing the scope of the content, (c) reducing the number of questions during the 4-hour period, and (d) ensuring adequate accommodations for disabilities.
... Test anxiety is performance anxiety related to test and examinations. Carr [7] defined test anxiety as the incapacitating selfdoubt and disastrous reflection about imminent failure; as well as the interference and disorder students frequently experience prior to test or during test or examinations. [7] Stressed that test anxiety manifest in the form of autonomic arousal such as sweating, tremulousness, diarrhea among others that are activated by examination or test. ...
... Carr [7] defined test anxiety as the incapacitating selfdoubt and disastrous reflection about imminent failure; as well as the interference and disorder students frequently experience prior to test or during test or examinations. [7] Stressed that test anxiety manifest in the form of autonomic arousal such as sweating, tremulousness, diarrhea among others that are activated by examination or test. In another definition, Doherty and Wenderoth [8] viewed test anxiety as a psychological condition in which people experience extreme distress and anxiety in testing situations. ...
Background
This study explored how cognitive restructuring (CR) and cognitive exposure therapy (CET) impacted test anxiety in chemistry students from Nsukka, Enugu State. Three research questions and hypotheses guided the investigation.
Method
A quasi-experimental design with a pretest, posttest, and 2 experimental groups was employed. The study involved 154 SSII chemistry students from 4 purposefully chosen schools within Nsukka. The Chemistry Test Anxiety Scale, Cognitive Restructuring Chemistry Treatment Package, and Cognitive Exposure Chemistry Treatment Package served as the data collection instruments. The Chemistry Text Anxiety Scale’s internal consistency, measured by Cronbach alpha, was found to be 0.86, indicating good reliability. Descriptive statistics (mean and standard deviation) addressed the research questions, while Analysis of Covariance tested the hypotheses at a 0.05 significance level.
Results
Results showed that the students who were exposed to CR therapy had pretest mean test anxiety score of M̄ = 78.31, standard deviation ( SD ) = 8.63 and posttest mean test anxiety of mean [M] = 27.06, SD = 5.71, while those exposed to cognitive exposure had a pretest mean test anxiety score of M = 77.39, SD = 8.68 and a posttest mean test anxiety score of M = 32.62, SD = 11.04. The reduction in text anxiety scores of −51.25 and −44.77 for the students exposed to CR and cognitive exposure respectively. The students exposed to CR therapy had lesser posttest mean test anxiety score than those exposed to CET. The results revealed that students receiving CR therapy displayed lower posttest anxiety scores compared to those receiving CET. Additionally, no significant interaction between treatment and gender on test anxiety was found.
Conclusion
It was concluded that CR therapy is better than CET in the management of test anxiety among chemistry students. Based on these findings, it was recommended that cognitive behavioral therapists should be invited periodically to educate students on the negative effects of irrational thoughts on academic performance.
... [13] Cognitive behavioral techniques, such as GI, have been recommended for TA management. [14][15][16] Previous studies reported the effectiveness of GI in significantly reducing TA among secondary school students [17] and nursing students. [18,19] However, a study reported the insignificant effects of this technique on TA. [20] Because of such contradictory results, limited empirical evidence still exists regarding GI effects on TA. ...
... To the best of our knowledge, this was the first study in its kind into the effects of GI on TA among the Iranian nursing students. In line with our findings, some earlier studies reported that GI had positive effects on TA among different students, [14][15][16] including secondary school students, [17] nursing students, [18,19] and physiotherapy students. [23] However, a study which compared the effects of emotional freedom technique and GI reported that while emotional freedom technique significantly reduced TA, GI had no significant effects on it. ...
Background: Many students suffer from test anxiety (TA). Some nonpharmacological therapies, such as cognitive behavioral therapy, have been proposed for TA management. Objectives: The aim of this study was to investigate the effects of guided imagery (GI) on TA among the 1st year nursing students. Methods: This randomized controlled trial was conducted on forty nursing students conveniently recruited from the Kashan University of Medical Sciences, Kashan, Iran. Participants were randomly allocated to either a control (n = 20) or an intervention (n = 20) group. In the intervention group, participants were provided with a 30-min GI audio file to listen to once daily in the evening for 1 week. Students' TA was measured both before and after the intervention, i.e., before their physiology midterm examination and before their physiology final examination. The data were analyzed through the Chi-square, paired-sample t, and independent sample t-tests. Results: The study was completed with 38 students. The intervention and the control groups did not differ significantly from each other respecting the pretest mean score of TA (50.50 ± 13.90 vs. 44.94 ± 7.34; P= 0.13). However, the posttest mean score of TA in the intervention group was significantly less than the control group (33.90 ± 14.39 vs. 42.83 ± 13.56; P= 0.05). Although the mean score of TA did not significantly change in the control group (P = 0.55), it significantly reduced in the intervention group (P = 0.003). Conclusion: Thirty-minute GI performed once daily for 1 week is effective in reducing TA among nursing students.
... Lee did not report pass rates for the exam, just total scores on the exam. One advantage of Lee's study is that the exam scores came from the testing service and the questionnaire was administered to those taking the exam directly, reducing response bias potential Regarding the exam for CMHC, one dissertation (Carr, 2016) was found that began to explore the presence of test-anxiety in students taking the National Clinical Mental Health Counseling Examination (NCMHCE). The CSW exam-governed by the Association of Social Work Boards (ASWB)-is more prominently written about, with Allen and O'Dell (2007) describing corollary, yet statistically insigni cant relationships between passing the ASWB exam and being involved with a preparation course. ...
This article describes the findings of a study that explored potential factors that influence the pass rate for those taking marriage and family therapy (MFT) licensing exams, both the national and California exams. An online, national survey was conducted to determine factors associated with passing the MFT licensing exams. The survey included measures of test anxiety, coping strategies, perceived stress, and experience of discrimination. The demographic results included patterns of racial and age disparities similar to those reported by the Association of Social Work Boards (2022), especially for Black respondents. Specific and readily implemented recommendations for making the current exams more equitable include (a) changing the phrasing of questions, (b) clarifying and reducing the scope of the content, (c) reducing the number of questions during the 4-hour period, and (d) ensuring adequate accommodations for disabilities.
... Based on psychological analysis, anxiety is considered to be one of the foremost significant contributing factors to J E E ISSN: 2746-5438 60 Reducing Economics Test Anxiety Among Students as Measured By … (Amos Nnaemeka Amedu) mental disorders in which students express their inner struggles (Bayangard, 2007). Test anxiety is the incapacitating self-doubt and disastrous reflection about imminent failure; along with the interference and disorder students frequently encounter prior to test or during test or examinations (Carr, 2016). According to Einat (2000), anxiety deactivates mistrust and disastrous contemplations about looming failure. ...
Psychological problems such as anxiety have been reported to adversely affect students' learning outcomes. This study explored the effectiveness of cognitive therapy with reflective activities on reducing Economics test anxiety among secondary school students. A randomizedcontrolledtrial experimental design was used. The sample sizewas120 senior secondary school students in South East Nigeria.A questionnaire titled "test anxiety scale" was used to collect data. It contained a demographic section and 20 items.To assign subjects to treatment or control groups, a randomization process was used.Subjectsin the treatmentgroup were subjectedto a cognitivebehavioural therapy (CBT) program.A three-time point evaluation was conducted with subjects in the treatment and control groups.Repeated measures and data collected were analysed with ANOVA. In comparison with the control group, research subjects exposed to CBT reportedlower testanxiety. In addition, at the follow-upmeasure, the scoresof researchsubjectsin the CBT groups weresignificantly lowerthan those of the control group. Hence,CBT significantly reducedEconomics students’ test anxiety. Theresearchers concludedthat the CBTprogramreducesEconomics students' test anxiety.
... Table 13 further indicates that the participants had also experienced high level of difficulty in concentration, nervousness, and mental block. These were the tensions that built-up as by-products of their anxiety about their performance in the examination, their constant and unrelenting apprehension about their ratings, restlessness, and over-burden of the mind as explained by Carr (2016). Those who experienced test anxiety performed poorly in the examinations because it contributed challenges to information processing of the mind especially during evaluative situations. ...
There is a very limited number of studies on why majority of school heads who took the National Qualifying Examination for School Heads (NQESH) failed, thus the necessity to conduct this study. It explored the factors that influenced the ratings of NQESH through exploratory sequential mixed methods involving 102 school heads in the 1st Congressional District of Zamboanga Sibugay. The qualitative data gathered from 10 respondents through face-to-face interview and focus group discussion arrived at the factors that affected NQESH performance, namely: luck, ability, strong desire, physical state, task difficulty, emotional state, mental state, and effort. The quantitative data gathered from 92 respondents through a researcher-made survey instrument were subjected to Pearson Coefficient of Correlation, t-test and stepwise regression. It is concluded that the internal locus of control factors such as ability, effort, physical state, and NCBS-SH domains along with the external locus of control factors such as luck, and task difficulty, wield a significant influence in the NQESH performance. Educational attainment, level of management training attended, and marital status were also differentiating factors in NQESH performance. Based on the regression analyses results, NCBS-SH, management training, ability, and task difficulty are good predictors of NQESH performance. NCBS-SH competencies can improve and enhance school management ability. Dynamic professional development and more developed critical and analytical skills are definitely needed to pass the NQESH.
... Table 13 further indicates that the participants had also experienced high level of difficulty in concentration, nervousness, and mental block. These were the tensions that built-up as by-products of their anxiety about their performance in the examination, their constant and unrelenting apprehension about their ratings, restlessness, and over-burden of the mind as explained by Carr (2016). Those who experienced test anxiety performed poorly in the examinations because it contributed challenges to information processing of the mind especially during evaluative situations. ...
Telepsychiatry is the new branch of psychiatry. The method of the treatment gives new possibility to the physician and the patient, including videoconferencing, videoeducation, compliance control and different form of trainings. Teleme-dicine was well confirmed in psychiatry as the equivalent therapeutic way of treatment. Interesting is if telemedicine May be useful for psychotherapy. Authors overviewed the research studies on application of telemedicine in cognitive behavioral therapy (CBT). This school of psychotherapy has very good medical evidence for its effectiveness in the treatment of different psychiatric illnesses. The question was if it May be effective when used in telemedical mode. Our analysis indicated, that CBT is the same effective when performed via videoconferencing system and in traditional way. In the end authors tried to discuss, if the telemedical contact with psychotherapist May substitute the real face to face contact.
Although one may disagree with Shapiro and Ravenette’s evaluation of the various tests cited, their quote does sensitize us to the need to develop more explicit ways of assessing our client’s affects, cognitions, and volitions. The present chapter conveys some preliminary attempts at developing this assessment armamentarium, which follow from a cognitive-behavioral treatment approach. Specifically, the present chapter has two purposes. The first is to examine various assessment strategies that have been employed to study psychological deficits. This analysis indicates some shortcomings and an alternative, namely a cognitive-functional analysis approach. The second purpose of the chapter is to describe specific techniques that can be employed to assess more directly the client’s cognitions. Let’s begin with an examination of the current assessment and research strategies.
This study was designed to develop a typology of strategies that persons use to cope with test anxiety. The influences of anxiety level on strategy use were also assessed. Findings suggested 79 basic tactics for coping with test anxiety that cohered into five strategy types (Positive Thinking, Relaxation, Preparation, Resignation, and Concentration). Cognitive, affective, and behavioral strategy types as well as resignation were evident. High test-anxious persons were more likely to report Preparation and Concentration.