Theory Review: Samantha McFadden

Anxiety in Learning

Name	Commented on
Samantha McFadden	Erica Screeton

               Anxiety is a nonspecific emotion that arises in response to an unlabeled fear or an unidentified source of danger (Rowe, 1975; Mackeracher, p. 125). We have all been anxious at one point or another, especially in reference to class/text anxiety. The fear of the unknown can cause us to lose sleep, eat erratically, and even self-sabotage at times. The anxiety I had when applying to graduate school was enough to hold me back for nearly five years, until I made a change in the anxious behavior and allowed it to be my motivator.

Main Theoretical Points

When does anxiety act as a disruptive force, and when does it act as a motivating and facilitating factor? (Siegman, 1956). This question may come as a surprise, because many times the term “anxiety” is referenced in a negative way, rather than being viewed as a motivator. Up to a certain point anxiety may be a facilitating force, but beyond this optimum point anxiety becomes a disruptive force (Siegman, 1956). Research indicates that motivation to do well and the difficulty of the task to be completed are both indicators of how anxiety is utilized in education (Siegman, 1956). If a person is motivated to do well, their anxiety may act as a force to propel them towards excellence. Whereas, if a person is less motivated to do well, then anxiety may act as a barrier towards completing tasks. Tasks that are more difficult are likely to produce more anxiety in the learner. Siegman (1956) found that the nature of the task, the degree of anxiety, and motivational factors are important variables in determining whether anxiety will have a disruptive effect.

Anxiety in education settings is many times focused on test-anxiety. Birenbaum and Nasser (1994) claimed that test anxiety has become one of the most disruptive factors in school and other settings where testing is performed (Lufi, Okasha & Cohen, 2004). The cognitive-attentional theory of test anxiety hypothesizes that the performance difference between high and low test-anxious students is caused by their different attentional foci, with high test-anxious students dividing their attention between both inappropriate worry and appropriate task-solving strategies, while low test-anxious students give more undivided attention to the task’s solution (Cubberly, Weinstein & Cubberly, 1986).

The deficit in study skills model views the low performance of test-anxious students as stemming from their deficient knowledge of the school material and their awareness that they are not well prepared for the test (Lufi, Okasha & Cohen, 2004). This theory shows that reduced performance leads to emotional suffering.

Einat (2000), claimed that severe test anxiety is caused by high personal standards of persons who expect maximum success and are afraid that they cannot meet their own standards (Lufi, Okasha & Cohen, 2004). When a student sees the situation as threatening, their attention to detail and the concepts being presented are lost due to their mind wandering with anxious thoughts. The negative influence of test anxiety does not happen as students get older, instead it is believed to start as early as elementary school. Hill and Sarason (1966) reported that highly test-anxious children were two years behind in basic reading and arithmetic skills by the end of elementary school, probably because of the test anxiety they experienced (Lufi, Okasha & Cohen, 2004). This early difficulty can lead to depressed academic success throughout life. While it is important to note the significance of early-onset test-anxiety, it is equally important to reference the findings of Sarason’s (1956) study on the effects of failure in relation to high/low anxiety. It was found that while failure can result in negative feelings for students in both the high- and low-test anxiety categories, those feelings of failure do not linger for either group (Sarason, 1956). Therefore, we can say that focusing on improvements for test taking can help to curb the negative influence of test-anxiety and allow all students the chance to succeed.

Applications

               We know that test anxiety can be triggered by more difficult tasks (Siegman, 1956). In order to better prepare students, allowing more time to complete difficult tasks could aid in performance. The degree of difficulty cannot necessarily be changed (due to state standards), but the time spent focusing on the more difficult concepts can also serve as protective force when preparing students for upcoming tests.

               The cognitive-attentional theory shows us that mindful practicing of material may help students to become more task-focused. Facilitators can help their students by providing tips for studying. Breaking sessions into smaller segments, along with studying in an environment in which distractions are limited are a couple ways to encourage more focused attention to topics. The deficit in study skills model would also benefit from this type of intervention.

               We cannot control the expectations students place on themselves, but we can better prepare them for what is to come, so their chances of failure are decreased. To change the perception of the test from threatening to simply evaluating, a facilitator can implement study guides that cover the exact material. The fear of the unknown is sometimes the trigger for students to feel uneasy about testing.

Reflection

               The most significant part of anxiety in learning is that students develop these difficulties in elementary school. Sometimes it is easier to confront an issue before it becomes uncontrollable, so giving facilitators the opportunity to focus on better study skills can be the difference in educational outcomes for many students.

Process

               To complete this assignment, I first made an outline. This helps me to know exactly which types of information will be most beneficial when looking through scholarly articles. Next, I researched information provided in the textbook required for this course. Then I utilized Psychinfo on the online database to find articles that related to emotions in education. Looking ahead to assignments is my best advice, so literature reviews and larger assignments do not sneak up on you. Preparation is the best way to not feel overwhelmed and anxious.

Summary of Theoretical Ideas

Main Theoretical Ideas	How to apply ideas in practice.
The difficulty of a task is relevant to anxiousness.	Allow more time for difficult tasks.
The cognitive-attentional theory of test anxiety.	Facilitator provides tips for studying.
The deficit in study skills model.	Facilitator provides tips for studying.
Severe test anxiety is caused by high personal standards.	Implement study guides for better preparedness.

References

Cubberly, W., Weinstein, C. & Cubberly, R. (1986). The Interactive Effects of Cognitive Learning Strategy Training and Test Anxiety on Paired-Associate Learning. Journal of Educational Research. 79(3).

Lufi, D., Okasha, S. & Cohen, A. (2004). TEST ANXIETY AND ITS EFFECT ON THE PERSONALITY OF STUDENTS WITH LEARNING DISABILITIES. Learning Disability Quarterly. (27).

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.

Sarason, I. (1956). The Effect of Anxiety and Two Kinds of Failure on Serial Learning. University of Washington.

Siegman, A. (1956). The Effect of Manifest Anxiety on a Concept Formation Task, a Nondirected Learning Task, and on Timed and Untimed Intelligence Tests. Journal of Consulting Psychology. 20(3).