Hi everyone ,

This is my update for the Learning, Knowledge, and Human Development MOOC. Inspired by Dorothy Espelage’s work on bullying and emotional wellbeing in schools, I’ve chosen to explore test anxiety as a socioemotional barrier to learning. This issue is especially relevant in formal education, where assessment pressure is high, but also impacts adult learners in professional certifications or workplace exams.

Why Test Anxiety Matters

Test anxiety is a form of performance anxiety that can negatively affect students’ concentration, working memory, and confidence during assessment. It is more than just feeling nervous. It can result in physical symptoms such as sweating and a racing heart, as well as cognitive blocks and avoidance behaviors that impact both learning and long-term achievement.

According to Putwain and Daly (2013), test anxiety can lead to reduced academic performance even in students who are otherwise capable and well-prepared. Their study found that around 25 to 30 percent of students experience test anxiety at levels that impair performance. This shows how emotional conditions <not intellectual ability> can determine educational outcomes.

Key Educational Psychology Concepts

Several concepts help us interpret the evidence around test anxiety:

Self-efficacy (Bandura, 1997): Students who believe in their ability to succeed are more likely to persevere and less likely to panic under pressure. Low self-efficacy reinforces anxiety and avoidance.
Emotion regulation: Teaching students how to manage stress and reframe negative thoughts improves resilience and performance.
Attribution theory: Students who blame themselves globally by saying things like “I’m just bad at math” tend to develop anxiety and helplessness, while those who view performance as a skill they can improve feel more in control.

What Counseling and Instruction Can Do

Educational psychologists use cognitive behavioral techniques, mindfulness, and relaxation training to help students reframe negative thoughts and develop coping strategies. Teachers also play a role by creating low-stakes practice opportunities, giving timely feedback, and reducing pressure in the way tests are administered.

For example, schools that include test-taking workshops, self-reflection activities, and peer discussion have seen improvements in both academic confidence and actual performance (von der Embse et al., 2018). In higher education, anxiety support groups and writing centers can also reduce pressure around high-stakes assessments.

Conclusion

Test anxiety is a clear example of how emotional conditions shape learning outcomes. As educators and learners, we must recognize that academic success is not just about content mastery. It is also about creating emotional environments that support attention, confidence, and wellbeing. By applying psychological tools in schools, universities, and even workplace learning, we can reduce barriers and help all learners reach their full potential.

References

• Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman.
• Putwain, D. W., & Daly, A. L. (2013). Test anxiety prevalence and academic performance. Educational Psychology, 33(7), 881–895. https://doi.org/10.1080/01443410.2013.785053
• von der Embse, N., Barterian, J., & Segool, N. (2018). Test anxiety interventions for children and adolescents: A systematic review. Psychology in the Schools, 55(6), 644–657. https://doi.org/10.1002/pits.22134

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Media

📎 Helping Students With Test Anxiety – Edutopia (3 min)