Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2007

Thesis Director

Linda Leal

Thesis Committee Member

Jeffrey Stowell

Thesis Committee Member

Christine McCormick

Abstract

Test anxiety has been associated with many school-related factors. In the present study, the presence of an academic label was expected to be a better predictor of test anxiety than memory, study habits, or grade point average in a sample of middle-school students. A total of 48 middle-school students, 19 with academic labels, were administered the Survey of Study Habits & Attitudes (Brown & Holtzman, 1967), Test Anxiety Inventory (Spielberger, 1980), and the Children's Memory Scale (Cohen, 1997), while teachers supplied each student's current G.P.A. The hypothesis that an academic label would be a better predictor of test anxiety was not supported. Study skills were found to be the only significant predictor of test anxiety. Results from the present study provide further support for the deficit model of test anxiety. Future research is needed that investigates how training in effective study skills might reduce reports of test anxiety.

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