In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.

In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.

In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.

In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.