The lives of many people all over the world are not only affected by exams, but also decisions are made about their lives according to their success in the exams. From an early age, parents should know the characteristics of their children according to the age and developmental characteristics of the child. Children of every age group will have different reactions to the situations they encounter. These reactions will be influenced by their own characteristics, parental attitudes and genetic characteristics. If parents increase their knowledge about test anxiety, they can support their children with the right approaches.
Anxiety; It is a state of physical, emotional and mental overstimulation that a person experiences when faced with a stimulus. Test anxiety, on the other hand, is this state of hyperarousal before, during and after the exam.
- In exam anxiety, the exam itself does not cause stress, the way the person perceives the exam causes anxiety.
- For this reason, some students are very comfortable and successful in exams, while others are anxious and fail.
- In children and adolescents who tend to catastrophize or exaggerate the events they encounter, an irrational belief that a worrying situation will be dire and disastrous often accompanies anxiety.
- Considering the exam as a dangerous situation causes anxiety.
- Continually preoccupying the mind with the moment of the exam and what will happen after the exam (such as disappointment) and worrying about this cause test anxiety.
Causes of test anxiety;
- perfectionist personality structure
- High expectation level
- bad work habit
- Postponing duties and responsibilities
- Fear of failure and being evaluated
- Fatigue, insomnia and malnutrition
- Don’t take every situation as a disaster.
The expectation of success of parents and other adults is of great importance in the development of test anxiety. In particular, the child’s verbal (you will get a higher grade in the next exam (you did not get a high grade in this exam)), we did our best, we took the course (you should do your best, you should be successful, etc.) or nonverbal cues (parents’ course payments, Being sad, worried, etc.) plays a role in anxiety. This expectation of many people may be too much for the student. As the exam time approaches, students perceive these expectations much more intensely than they actually are.
intense expectation
emotional load
pessimism and boredom
(These feelings accompany children wherever they go)
mild anxiety;
Increases attention
It has a stimulating effect
Increases learning power
Makes it easy to remember
Improves the ability to use time efficiently
Strengthens knowledge transfer
It increases the ability to focus.
Intense anxiety symptoms are;
concentration difficulty
having difficulty making decisions
increase in forgetfulness
Inability to use what has been learned
Shifting attention to experienced bodily symptoms
organizational difficulty
Leads to distortion of thoughts
Physical symptoms of anxiety;
acceleration in heartbeat
Excessive spiritual energy that interferes with sitting still
Unreasonable desire to cry-easy crying
dryness of tongue
Sweating
chill
Fatigue-fatigue
difficulty in breathing
palpitation sensation
Shake
Stomache ache
Headache
Insomnia-nightmares
Anorexia
tension in the muscles
hot flashes
dizziness
flushing
Chest pain, pressure, and tightness
nausea-vomiting
diarrhea-constipation
frequent urination
cold and damp hands
clenching of teeth
Emotional symptoms of anxiety
Tension
Irritability
Pessimism
Fear
Recession
Decreased self-confidence
Panic
feeling of losing control
Despair
Excitement
Anxiety
Unrest
feeling lonely
feeling of not being understood
anger-anger
Hopelessness
Frustration
Unhappiness
Uneasiness
Mental symptoms of anxiety
I forgot all that I knew
I won’t have enough time
I will not be successful
I’m not good enough
If I can’t get where I want, I’d rather die
If I don’t pass the exam, how will I look at my mother’s father’s face?
If I don’t get a high score, I’ll be disgraced.
The feasibility of the methods frequently suggested in the media for children with anxiety is controversial.
Suggestions made in many articles and interviews, especially for children and young people with test anxiety, “If you are experiencing these, check your thoughts immediately. ? Take action for the solution. ? Think about your past achievements, ? List everything you do well and well and remember that list often… ? Go over the issues you are having trouble with and struggle with it? Participate in the class consistently and effectively ?Before the exam, think about your successes, not your past failures ? form. However, there are structural or dynamic reasons for the anxiety of children and young people. Before these reasons are understood, you have not been noticed, suggestions similar to the ones above made from the beginning without taking any further steps in the treatment will not be a solution to the problem. On the contrary, the motivation and self-confidence of the child who cannot apply these suggestions or who are not successful in reducing the anxiety will be adversely affected.
Evaluation and approach of children with test anxiety
While evaluating children and young people with test anxiety, answers are sought with the following questions. In line with the answers to these questions, a treatment program is organized.
- How severe is the anxiety?
- What is the anxiety related to (general or exam-specific?
- How has it affected your life and studies?
- Are there developmental causes (attention problems, mobility, impulsivity, learning problems?)
- Do parental attitudes and relationships with the child affect anxiety? )
- Is there a genetic predisposition to be anxious?
- Have additional psychiatric problems developed due to test anxiety? (Did depression, other anxiety disorders, obsessions, tics, etc. develop after exam anxiety? )
- Is test anxiety a part of mental problems? (Is it the result of anxiety, depression, or developmental problems?)
- Need treatment?
- Should counseling be the course of treatment or is additional psychiatric treatment required?
Suggestions for parents in solving exam anxiety
A realistic balance should be established between the parents’ own expectations and the child’s capacity-limits.
Parents should avoid anxiety-increasing approaches with the intention of increasing the child’s desire to work (“You cannot earn with this much work, you have to work more regularly, you are far behind your friends, do not embarrass us, etc.”)
If the child talks about the exam, parents do not comment on the child; but he should listen with understanding and empathy. Thus, parents can understand the true feelings of the child. In these conversations, the child should be made to feel accepted by the parents with his success and failure.
Constantly “work, you are not working!” instead of saying, ‘How’s it going? What did you do? Wanna take a look together? “Is there anything you want from us?” approach should be adopted. Attitudes that are too stimulating, too directing, and advice increase the child’s anxiety level. Again, very protective attitudes should be avoided, and the child’s age-appropriate initiative should be supported.
An approach where positive feedback is at the forefront is very important.
The child should not be compared with his/her environment, friends or siblings (They are successful, you are unsuccessful, they are good, you change…).
The child should be well known by the parents according to his age and personal characteristics.
He should be allowed to do the activities he enjoys.
The child should be told that the exam is only an opportunity, that there are other opportunities in life.
A peaceful family environment should be provided.
Time should be reserved for the child by the parents.
His effort should be appreciated.
The message “We are by your side no matter the outcome” should be given.
