Perfectionism Test Anxiety

It’s been three hours while I sit here and stare at the blinking bar, symbolizing the fact that I have nothing. My page is blank, but I promise you, my thoughts are not. Thousands of ways to start this essay have run through my mind, but none of them are sufficient. Which, I suppose, is where I will begin. Perfectionism, as defined by Merriam-Webster, is, “a disposition to regard anything short of perfection as unacceptable” (“Perfectionism”). It is a trait that numerous people might regard as desirable or something to be proud of; a word used to describe oneself on a resume to impress employers. However, I see it much differently. Perfectionism is a fight for something unobtainable, a cyclical trap in which disappointment reigns, and

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

Test anxiety is a fairly common phenomenon in educational culture today. Research has been completed on different facets of anxiety from developing learned behavior through primary education structure to an increase in somaticized symptoms in the college setting. Many research articles discussed quantitative results and few I found truly focused on the qualitative thoughts and emotions of the students effected the most. My proposal aims to investigate the thoughts, emotions, and future behaviors of those suffering from the anxiety that plagues college students daily, especially during finals and other high-stakes testing.

Dependent variables were asked for both perfectionism and depression symptoms. Participants responded with scores on the depression subscale containing 13 items measuring sadness, hopelessness, and loneness (e.g. “I just don’t care anymore.” and “No one understands me.”) There was approximately equal numbers of true or false and 4-point Likert scale items (Never=0, Sometimes=1, Often=2, Almost always= 3). The other key dependent variable for perfcetionsim asked participants to respond to a 22-item self-report scale with two subscales measuring SPP (“My family expects me to be perfect”) and SOP (“I want to be the best at everything I do.”) Participants rated the items on a 5-point Likert scale where 1 was not at all true for me and 5 was very true for me.

In college, predicting academic success is a difficult challenge facing institutions of higher education. Unfortunately, before completing degrees, majority of students leave. Andrew Carnegie once said, “Anything in life worth having is worth working for.” High academic achievement in college certainly requires a great deal of effort over an extended period of time and is undoubtedly worth having. However, students who have high levels of frustration intolerance are at particular risk of falling into patterns of procrastination. But those who are more willing to tolerate frustration in pursuit of academic achievement tend to have higher GPA’s. In most students, studying for exams, writing for papers, and engaging in other academic behaviors

The article “Fear of Falling” by Julie Scelfo develops the topic of hyper perfectionism and suicide on schools, through the story of Kathryn DeWitt, a young student at the University of Pennsylvania who suffered from depression and suicidal thoughts. The article explains how many universities incluiding Duke, Cornell and Stanford have had an increase in suicidal and depression rates.

The test will be conducted at the 0.05 level of significance. The correlation coefficient indicates a relationship between hours of study and exam anxiety for the sample tested. The r-value of 0.5654 indicates a positive linear correlation. With a 0.05 alpha and a df of 8, the PPMC table gives a value of 0.632. The two-tailed is significant at the 0.05 level of significance and there is a positive correlation between the number of study hours and the anxiety scores of students.

Anxiety is a very common disorder when it comes to students in school. There are various types of anxiety, one common example is test taking anxiety. Test taking anxiety is a nervous feeling that students have while taking a test, and sometimes before or after taking the exam. This makes it impossible for students to do their best and to show their knowledge. When students are under stress it causes them to have physical symptoms, such as sweating or rapid breathing. Students who aren't prepared for tests, but care about doing well are also likely to have test anxiety before taking any type of test. Supporters argue standardized tests effectively measure student achievement, and opponents argue that tests are good for measuring students’ performances.

Test anxiety is a type of performance anxiety that gives you an unpleasant feeling in a situation where you feel pressured to do well. It can affect one’s body and mind, causing physical symptoms, such as sweating, a pounding heart, and rapid breathing. I realized I had test anxiety last year.

During my freshman year, what I viewed as the worst possible event happened, (PAUSE) I got a B on my report card. I know that sounds dramatic but freshman me thought my world was ending. I now know that a B is a perfectly acceptable grade and that it's not the end of the world. But this raises the question, why did I think that a B was such a bad thing? Last year I worked on figuring out why I viewed B's as a bad thing. The end result of my thinking was that I am a perfectionist. Merriam Webster Dictionary defines perfectionism as “refusal to accept any standard short of perfection.” The reach for perfection can be painful because it is often driven by both a desire to do well and a fear of the consequences of not doing well. The problem is

I was recently diagnosed with anxiety that effects me during test taking. I have had anxiety attacks during tests and the high school and I took action to the issue. Since being diagnosed, my counselor has given me the access to take my tests in a separate room with silence so I can feel comfortable and score higher on my tests.

Zack is still putting forth a good effort in class - he always checks in with me to see if he is missing anything and he retests on quizzes and tests that he needs to without me bugging him about it. When he does retest, I always see a dramatic improvement - I don't know if he just has test anxiety the first time around, but I am glad he is comfortable enough to come in and go over things with me.

The purpose of this research is to examine perceptions of student test anxiety in elementary school.

Tet anxiety is a very common thing among American students, especially for those whore are in higher education. This type of anxiety causes psychological tension that students experience before taking test. In the moment of test anxiety students have a strong feelings of failure that is followed by panic and stress pressure. Apparently many studies have showed that test anxiety often causes students to perform worse on the exam. "Test anxiety: Why it is increasing and 3 ways to curb it" by Valerie Strauss and " Anxiety, Self-Efficacy, and College Exam Grades" by Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd are popular and scholarly articles that discuss test anxiety in US higher education and how it disadvantages students.

Perfection is a deadly sickness. It is a wicked plague which clouds the mind, destroys focus, and eliminates any value you may hold for yourself. We are all told that perfectionism is, well, perfect. A flawless way to live where you make no mistakes, avoid any challenges, and are loved and cherished by everyone around you. But this cruel mindset is like a collar that chokes fun and kills passion, constricting joy and creativity in favor of the one and only best decision. The decision that will get you perfect grades, a perfect reputation, and nary an ounce of criticism. Now, while this might seem good, I can tell you for sure that it’s not. How? Because I’ve tried it.