The Panther

In the third of my series on academic success, I will describe ways of coping with test taking anxiety. In order to understand the anxiety associated with taking tests, it helps to have a basic knowledge of the relationship of our physiological system to self awareness.

Anxiety is an emotional response consisting of two primary processes. Broadly speaking, these processes include physiological arousal and awareness. Our experience of anxiety allows us to know that we are human - that we feel. Sensations or signs of anxiety include sweaty palms, increased heart rates, and rapid breathing. For the most part, physiological sensations increase in proportion to our interpretation of the threat value of an external event or bodily sensation. We may interpret external environmental events such as a pending test as threatening or intimidating. Likewise, we may misinterpret an increase in our respiratory rate as an eminent heart attack.

A moderate level of anxiety is necessary to our functioning. Our aroused state may dictate that we avoid dangerous situations or alert us that danger is eminent. Further, we need low to moderate levels of physiological arousal to activate attention and to stay alert. For example, it is important to not fall asleep at the wheel of a car or to pay attention when the green light changes to yellow, then red. Problems occur though when low levels of arousal result in disproportionately high levels of anxiety. Our inability to manage our anxiety or lower our state of arousal contributes to insecurities, poor performance and, at times, substance use. If we interpret an impending test as threatening or if, while in the testing situation, we misinterpret our physiological symptoms as a sign of an eminent danger (such as a heart attack), then we will not perform well on the test. The diagram below illustrates the anxiety response to taking a test.

(1) (2) (3) (4) (5) (6)

Event > (interpretation of the event) > arousal> (interpretation of arousal) > anxiety = poor performance

The best strategy to reduce anxiety is based on the belief that you can not be relaxed and anxious at the same time. Based on this principle the steps to reduce test taking anxiety are outlined below:

1. Recognize when you are anxious.

2. Learn how to relax.

Learning how to relax will take time. You would first need to recognize the difference in bodily sensations of arousal and relaxation. Taking classes in relaxation, mediation and diaphragmatic breathing are well worth the cost. Once you learn how to relax, you will be able to desensitize your self to anxiety provoking situations or thoughts. The idea is that if you are relaxed and remain relaxed then anxiety provoking situations will be neutralized and not trigger physiological arousal. The following web site will walk you through the relaxation procedures. http://www.guidetopsychology.com/sysden.htm

3. List negative thoughts, and then interrupt these thoughts from occurring.

Tell yourself that it is pointless, even cruel, to make yourself feel miserable through negative statements. Negative thoughts associated with taking tests increase your anxiety and, therefore, lead to poor performance. Determine the negative self statements that you make which contribute to your anxiety. Some examples may include statements such as: I will fail the exam. I will never be a good student, the exam will be impossible to pass. Once you make such statements say the word "STOP". Your goal is to interrupt the negative statements that you engage in during stages two and four of the diagram above. Practice using the word "STOP" with the negative statements that you make.

This essay concludes my series on academic achievement. First we discussed the importance of establishing a philosophy of achievement. Then we outlined the various strategies for accomplishing your academic achievement goals. Finally, we provided a framework for understanding and coping with the anxiety associated with taking tests.

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