Education 101 (M/W 11:45-1pm)
10 December 2015
Any student at any level of education would have to say they have experienced some kind of level of anxiety in their academic career. Whether it is from standardized testing, impressing teachers, or academically hard classes, students experience an unhealthy amount of stress every day. Standardized testing can come at the earliest ages of schooling, and therefore almost immediately sets a precedent for the oncoming stress in the next eighteen years they will be in school. Apart from this standardized testing, students have day to day anxieties from papers, tests, and other graded work they have to deal with frequently. Because of the effect that tests scores and grade point average have on a student’s future, they feel intense amounts of pressure to be successful in order to guarantee a successful future life. Test anxiety takes a huge toll on the mental health and wellbeing of students, and should be lessened within the schooling system. In order to improve the mental health of students, strategies such as ____ will help students be more prepared for their tests. In addition, less of an emphasis on standardized testing and a bit more of an emphasis on grade point average should be encouraged throughout the academic career.
According to the psychology section on about.com, test anxiety is “a psychological condition in which people experience extreme distress and anxiety in testing situations.” Not only can test anxiety damage a student’s mental health, but it can also hurt test performance and make it more difficult to learn. Test anxiety is different than being nervous for a test. A bit of nervousness can almost help...
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...ejection at a young age, they develop anxiety and nervousness when it comes to assignments and testing. To demonstrate the negative effects of fear in the elementary school classroom, David William Putwain and Natalie Best performed an experiment in 2011 on forty elementary school students in which they were taught for one week in a low threat condition and one week in a high threat condition. At the end of each week, they were given a test in order to measure the impact of the high and low threat learning conditions on their scores. It was discovered that while the test scores under the high threat learning conditions were lower, the difference was not significant enough to definitely determine that the environments had greatly affected the scores. However, in the high threat level conditions, students reported increasing worrisome thoughts and behaviors when under
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