RESEARCH ARTICLE
A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
Ser Hong Tan,
Jerrell C. Cassady, Jason Kang Chiang Wong,
Kiat Hui Khng,
Wei Shin Leong,
Corresponding Author
Ser Hong Tan
National Institute of Education, Nanyang Technological University, Singapore, Singapore
Correspondence: Ser Hong Tan ([email protected]; [email protected])
Search for more papers by this authorJason Kang Chiang Wong
Nanyang Technological University, Singapore, Singapore
Search for more papers by this authorKiat Hui Khng
National Institute of Education, Nanyang Technological University, Singapore, Singapore
Search for more papers by this authorWei Shin Leong
Ministry of Education (Singapore), Singapore, Singapore
Search for more papers by this authorSer Hong Tan,
Jerrell C. Cassady, Jason Kang Chiang Wong,
Kiat Hui Khng,
Wei Shin Leong,
Corresponding Author
Ser Hong Tan
National Institute of Education, Nanyang Technological University, Singapore, Singapore
Correspondence: Ser Hong Tan ([email protected]; [email protected])
Search for more papers by this authorJason Kang Chiang Wong
Nanyang Technological University, Singapore, Singapore
Search for more papers by this authorKiat Hui Khng
National Institute of Education, Nanyang Technological University, Singapore, Singapore
Search for more papers by this authorWei Shin Leong
Ministry of Education (Singapore), Singapore, Singapore
Search for more papers by this authorFirst published: 04 April 2025
ABSTRACT
Test anxiety is experienced in competence-based situations, such as tests and exams, where one is anxious and concerned about failure in performance outcomes. It is often of interest to both research and applied settings to identify students who are high on test anxiety to understand the characteristics of high test anxiety or to provide support and intervention for these students. This systematic review focuses on the methods in which Grades 1–12 (or equivalent) students were identified based on varying test anxiety levels. A total of 99 studies from 92 papers met the inclusion criteria. The extracted data from the studies included strategies employed to identify “levels” of test anxiety, details on the test anxiety measures used, and methodological strategies that were most commonly used to examine students with defined levels of test anxiety. The results of this analysis demonstrated significant variability in the methods and materials used to establish levels among students and demonstrated several significant areas where improvements in the field are warranted before confidence in most leveling strategies can be asserted.
Summary
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Recognize test anxiety as primarily a continuous multidimensional construct to recognize that learner experiences vary significantly.
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“Cut scores” may prove useful in a systemic solution of identifying learners with concerningly high levels of test anxiety. However, to ensure valid identification of students with differing levels of likely need, appropriate strategies for establishing level indicators must be followed. Unfortunately, the research identifies the vast majority of studies have relied on single-study samples, which greatly biases the decisions made.
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Identification, intervention, and prevention efforts to support students with heightened levels of test anxiety should take into account of the multidimensional nature of test anxiety. This will allow targeted supports for reducing physiological symptoms, building self-regulation skills, or reframing students' interpretations of academic stressors.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
The data that supports the findings of this study are available in the Supporting Information of this article.
Supporting Information
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| pits23473-sup-0001-Supplementary_materials.docx85.4 KB | Supporting information. |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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