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Updated: May 28, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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Published on: September 4, 2019

Addressing Test Anxiety in High-Achieving Schools: A Research-Based Approach.

Benjamin J Lovett1, Sybille Bruun-Moss2, Cathy Urinyi1

  • 1Teachers College, Columbia University, New York, NY 10027, USA.

Behavioral Sciences (Basel, Switzerland)
|May 27, 2026
PubMed
Summary
This summary is machine-generated.

High-achieving schools can increase academic pressure and test anxiety. This review explores anxiety triggers in these settings and offers evidence-based strategies for intervention.

Keywords:
academic pressurehigh-achieving schoolstest anxiety

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Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat
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Related Experiment Videos

Last Updated: May 28, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

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Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat
11:18

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

Published on: September 12, 2014

Area of Science:

  • Psychology
  • Education

Background:

  • High-achieving schools often correlate with elevated academic pressure and anxiety.
  • Understanding the mechanisms linking high-achieving environments to anxiety is crucial.

Purpose of the Study:

  • To review features of high-achieving schools that contribute to anxiety.
  • To present facts about test anxiety, avoidance behaviors, and performance.
  • To propose a model for intervening in high-achieving settings.

Main Methods:

  • Literature review of research on high-achieving schools and anxiety.
  • Synthesis of empirical data on test anxiety and its correlates.
  • Development of an intervention model.

Main Results:

  • Specific school features can exacerbate anxiety and test anxiety.
  • Test anxiety is linked to avoidance behaviors and impacts test performance.
  • A framework for applying evidence-based interventions in these settings is presented.

Conclusions:

  • Intervention strategies can be tailored to address test anxiety in high-achieving schools.
  • Addressing anxiety is key to supporting student well-being and performance.