An internet based self help intervention for treating test anxiety amongst university students

Introduction
In modern society a wide range of tests and evaluation processes are used in the education system, industry, government, military, and even psychological treatment. In light of this extensive use of tests and their effect on the lives of examinees, it is not surprising that in test situations, test anxiety may arise (Zeidner, 2014).

Test anxiety is characterized by an excessive amount of anxiety, worry and stress as well as physiological arousal and negative cognitions. Test anxiety is a widespread phenomenon that continues to grow, effecting the individual and society, and preventing accurate measurement of the examinee's abilities. Treatment for test anxiety can help the examinee cope better with anxiety and achieve better results. Research studies have shown that test anxiety is associated with gender variables, with women reporting higher levels of anxiety than men. Test anxiety is associated with lower examination scores and lower socioeconomic status. In addition, studies have shown  that minority groups report higher levels of test anxiety.

Cognitive behavioral therapy (CBT) has been found to be effective in treating a wide range of depressive and anxiety disorders. This approach is also effective in the treatment of test anxiety. Due to the high percentage of people suffering from mental disorders and life difficulties, it is difficult to provide psychological treatment to many who need it (Kazdin & Blase, 2011). In order to overcome barriers to treatment, self-help platforms have been developed. In parallel to the technological advances and the assimilation of the use of the Internet and computers, there is a trend in using these technological tools to develop therapeutic solutions, including self-help platforms for those in need.

In this paper, the effectiveness of online self-help intervention in the cognitive-behavioral approach will be examined in reducing test anxiety among students. It will also examine the relationship between test anxiety and gender, country of birth, socioeconomic status and previous grades.

 

Hypotheses

The first hypothesis is that women will report a higher level of test anxiety. The second and third hypotheses assumed that there would be a negative correlation between test anxiety, low socioeconomic status, and previous examination scores. The fourth hypothesis related to the country of birth variable and assumed that those born outside of Israel would report higher levels of test anxiety than those born in Israel.

The fifth hypothesis suggested that the self-help intervention would be effective and that the level of test anxiety would be significantly lower after completing the intervention. The last hypothesis suggested that the qualitative feedback received by the subjects during the intervention would provide information about the user's experiences in using  the intervention site and how the intervention could be improved for future research.

Method

The research method is based on a combination of quantitative and qualitative methods. The study data are based on 81 subjects. Seventy-five of these students were recruited via social media. For the purpose of this study, a dedicated Internet site was built, which housed a CBT intervention for test anxiety, that included five treatment modules. Background variables were measured using a socio-demographic questionnaire and an education questionnaire. Anxiety variables were measured before and after the intervention using the TAI and the STAI questionnaire. Qualitative information about the user experience and improved intervention was received through feedback at the end of each module. In the second stage, six CBT experts provided feedback on the intervention and ways to improve it.

Results

The results of the study confirm the hypothesis that this self-help internet intervention  significantly reduced the level of test anxiety among the subjects. The qualitative feedback from participants and CBT experts identified aspects of the intervention which were helpful, as well as those that required improvement. The research hypotheses regarding the relationship between test anxiety and gender variables, socioeconomic status, past scores and country of birth, were not confirmed.

Conclusions
As far as we know, this is the first study that has examined the efficacy of a self-help internet based intervention to reduce test anxiety. The study contributes to theoretical knowledge by joining the findings of previous studies which indicate that, at least in the Israeli population, there is no significant relationship between test anxiety and gender variables, economic situation, country of birth and previous grades. In practice, the results of this study indicate that this self-help intervention was found to be effective in reducing test anxiety and received significant information to assist in the planning and implementation of future self-help interventions.