First+Essay+D1+Rocio

exams,negative thoughts, pressure from parents, pass, failed, affect students, exams are mandatory, anxiety, techniques, teachers, environment

[|Sentence outline]:
[|Thesis statement]: Because students suffer from test anxiety when presenting different kinds of exams, they should have regular study habits like studying after class, ask their teachers to apply some techniques and strategies to slow their test anxiety levels and avoid negative feelings before, during, and after the exam in order to have a better performance. I. Introduction paragraph

II.Students whith regular study habits become more prepared for exams, are more confident on the exams and get better results. a. Students who spend more time studying before the exam can be expected to be less anxious. b.Students study habits: studying afters school and organization. . III. Teachers can help students to slow their test anxiety levels by applying some techniques and strategies. a. Teaching learning strategies. b. Relaxation techniques

IV. Students must avoid negative feelings before, during, and after the exam. a. Difference between "I have to" and "I must to" b. Negative "Self-talk"

V. Conclusion

**Students and Test Anxiety**
By Rocío Guadalupe Flores González

“Test anxiety, is one of the most pervasive reactions that individuals have to stress”(Burns, D. 2004, p. 119). Applying exams is not an easy task when you are a student; moreover, it is something that students and teachers cannot put aside. Throughout students' academic and professional lives, they will face with some kind of examinations to test their knowledge about something. Tests provoke different emotions on students like concern, optimism, sadness, but most of the time tests make students feel anxiety. According to Burns (2004) “it is not surprising that most students experience anxiety both before and during examinations”(p. 119). As a consequence, according to Burns, anxiety has an influence on students at the time of making exams. Because students suffer from test anxiety when presenting different kinds of exams, they should have regular study habits like studying after class, ask their teachers for some advices and avoid psychological pressure in order to reduce their anxiety levels.

Students whith regular study habits become more prepared for exams, are more confident on the exams and get better results. As Burns (2004) mentions that students who prepare themselves by attending to all their classes and studying hard before the exam, are likely to have more confidence at the moment of the exam. Students have experienced that the more confident they are at the time of doing something things they do go better. So, if they restate their knowledge of a particular subject, they will demonstrate that knowledge without hesitations at the moment of the exam. Wilkinson (1990) states that, “Time management and organization are required for one to be prepared on time and to keep up with work” (p.24). It does not work that the students get prepared for the exam just one day before. It is necessary that students change their study habits and organize their time to prepare throughout the course and to have a better performance. Students have different kinds of subjects at the same time, so it is useful for students expending few minutes after school to review what they saw in class. In this way, in case they have any thought, they have time to ask the teacher to explain them again or ask the teacher for advice days before the exam. Teachers are guides in students' academic life, so they provide professional assistance for students to overcome test anxiety.

Teachers help students to slow their anxiety levels by applying some techniques and strategies. As Manion (2002) mentions, students need direct instruction to know about learning strategies in order to be a self-regulated learners. One way in which teachers help students to overcome test-anxiety is by teaching them and make them practice learning strategies. Manion (2002) also states that by learning strategies students are consciously able to direct their learning process and in this way achieve their objectives. If students take advantage of the learning strategies, these will help them in their study habits in order to prepare themselves before the exam. Moreover, according to Wilkinson (1990) “Psychological and emotional factors are major stumbling blocks for many students because they interfere with students doing their best” (p.24). In order to avoid these negative factors, the teacher can help students by providing them some relaxation techniques before the exam. Wilkinson (1990) states that “By tensing and relaxing muscles and muscle groups and by practicing breathing exercises, a person's body can be prepared to handle the stress of test-taking much better” (p.24). To be relaxed make ideas and thoughts flow in a better way so students remember easily what they studied for. As a result, relaxation techniques help students to have a relaxing mind to avoid negative feelings while doing the test.

Another thing students do to reduce their test anxiety is to avoid negative feelings before, during, and after the exam. According to Burns (2004) students tend to have more negative than successful feelings. He also mentions that this is because they failed previous exams and they are worry of failing again. Moreover, a consequence of students' nervousness is that it makes them feel that they do not know anything about the subject; on the other hand, it makes them forget about what they learnt. So, the tougher the test, the more anxious the students are. In addition, parents and teachers have something to do with students’ negative feelings because students are expected to get good grades, if not they might get punished. Wilkinson (1990) states that “Pressure from parents and teachers cause self-statements that demand perfection, such as "I have got to get a good grade" or "My parents will hate me if I fail."” (p.24). These kinds of thoughts make students feel insecure in the exams because they are only thinking about the negative consequences they can have rather that thinking on getting a passing grade. As a consequence, students should know the difference between what they “have to do” and what they “must do” in order to have clear what they want to do for their benefit or to please their parents or teachers.

Controlling test-anxiety is not easy for students, that is why there are different things that students can use or do to avoid anxiety like ask their teacher for advice, they should avoid psychological feelings, and they should get prepare before the exam. Although exams do not kill us, they make us suffer. This suffer is caused by test-anxiety which can be a watershed between success and failure. Many can be the sources of test-anxiety like teacher, parents and emotions. The important thing is that students identify the source of their anxiety in order to work on that and get over it.


 * References**

Burns, D. (2004). Anxiety at the time of the final exam: relationships with expectations and performance. //Journal of Education for Business 80//(2), pp. 119-124.

Manion, V. (2002). Improving students’ exam performance by introducing study strategies and goal setting. //Teaching of Phycology 29//(2), pp. 115-118.

Wilkinson, C. (1990). Techniques for overcoming test anxiety. //Elementary School Guidance & Counseling. 24//(3), p.24.

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