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Test anxiety in master's students: a comparative study.

R G Barnes

    The Journal of Nursing Education
    |January 1, 1987
    PubMed
    Summary
    This summary is machine-generated.

    Graduate nursing students experience test anxiety, which correlates with cognitive interference during comprehensive exams. However, test anxiety did not significantly impact their final examination performance rankings.

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    Area of Science:

    • Nursing Education
    • Psychology
    • Higher Education

    Background:

    • Evaluation events, such as comprehensive examinations, pose significant challenges for graduate nursing students.
    • Understanding the psychological factors influencing student performance is crucial for improving educational strategies.

    Purpose of the Study:

    • To investigate the correlation between test anxiety experienced before an examination and cognitive interferences during the assessment.
    • To explore the relationship between pre-examination anxiety and cognitive interference in graduate nursing students.

    Main Methods:

    • Utilized three validated questionnaires: Test Anxiety Questionnaire (TAQ), Pre-Examination Questionnaire (PEQ), and Cognitive Interference Questionnaire (CIQ).
    • Collected data from a sample of 54 master's students in a nursing program, divided into two groups.

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  • Analyzed correlations between general test anxiety, pretest anxiety, and cognitive interferences during a comprehensive examination.

    • Main Results:

    • Found a significant positive correlation between general test anxiety and cognitive interferences during the examination for both student groups.
    • Observed a significant positive correlation between general test anxiety and pretest anxiety immediately preceding the examination.
    • No statistically significant relationship was identified between students' test anxiety levels and their final performance rankings on the examination.

    Conclusions:

    • Test anxiety is linked to cognitive interferences during comprehensive nursing examinations.
    • While anxiety affects cognitive processes during exams, it did not appear to influence overall student performance rankings in this study.
    • Further research may explore interventions to mitigate test anxiety and its impact on cognitive function in graduate nursing students.