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Test-anxious Children and Adolescents: Psychopathology, Cognition, and Psychophysiological Reactivity

Published online by Cambridge University Press:  22 February 2012

Neville J. King ,
Thomas H. Ollendick  and
Pier J.M. Prins
Neville J. King*
Affiliation:
Monash University. Neville.King@Education.monash.edu.au
Thomas H. Ollendick
Affiliation:
Virginia Polytechnic Institute and State University.
Pier J.M. Prins
Affiliation:
University of Amsterdam.
*
*Address for correspondence: Associate Professor Neville King, Faculty of Education, Monash University, Clayton VIC 3168, Australia.
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Abstract

Test anxiety in children has long been recognised to be a significant and challenging educational problem. Recent advances in diagnostic interviewing, cognitive assessment, and physiological recording have facilitated a considerable amount of research on test-anxious youth. This research has yielded important clinical insights about test-anxious children and adolescents of interest to teachers and psychologists. We describe and evaluate the findings of these investigations. Finally, we discuss the implications of the research findings for intervention in school settings. Cognitive-behavioural strategies are tentatively recommended for the treatment of test-anxious children and adolescents.

Type
Articles
Information
Behaviour Change , Volume 17 , Issue 3: Special Issue: Adolescent Health , 01 September 2000 , pp. 134 - 142
Copyright
Copyright © Cambridge University Press 2000

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