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 their children's period characteristics well, 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 that this state of hyperarousal is experienced before, during and after the exam
In exam anxiety, the exam itself does not cause stress, the way the exam is perceived by the person causes anxiety.
This is why. some students are very relaxed and successful in exams, while others are anxious and fail. It accompanies it.
Considering the exam as a dangerous situation causes anxiety.
Constantly preoccupying the mind with the exam moment and post-exam (such as disappointment) and worrying about it causes anxiety.
Causes of test anxiety;
Perfectionist personality structure
High expectation level
Bad study habits
Procrastination of tasks and responsibilities
Fear of failure and being evaluated
Fatigue, insomnia and malnutrition
Perceiving every situation as catastrophic
The expectation of success of parents and other adults is of great importance in the development of test anxiety. In particular, the child's expectations of this 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 lessons (you should do your best, you should be successful, etc.) or Recognizing nonverbal cues (parents paying for the course, being upset, 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 really are.
Intense anticipation
Emotional load
Pessimism and boredom
(These feelings are accompanies children wherever they go)
Mild anxiety;
- Increases attention
- Has a stimulating effect
- Increases learning power
- Eases remembering
- Improves the ability to use time efficiently
- Improves the transfer of knowledge
- Improves the ability to focus.
Intense anxiety symptoms are;
- Difficulty in concentration
- Difficulty in making decisions
- Increased in forgetfulness
- Inability to use what is learned
- Diverted attention to physical symptoms experienced
- Difficulty with organization
- Leads to distorted thoughts
Physical manifestations of anxiety;
- Acceleration in the heartbeat
- Excessive spiritual energy that prevents sitting still
- The desire to cry for no reason-easy crying
- Dryness of the tongue and palate
- Sweating
- Chilly
- Fatigue-fatigue
- Difficulty in breathing
- Fluttering feeling
- Shaking
- Stomach pain
- Headaches
- Insomnia-nightmares
- Anorexia
- Muscle tension
- Hot flashes
- Dizziness
- Facial flushing
- Chest pain, pressure and tightness
- Nausea-vomiting
- Diarrhea-constipation
- Frequent urination
- Cold and moist hands
- Clenching of the teeth
- Emotional symptoms of anxiety
- Nervousness
- Irritability
- Pessimism
- Fear
- Slackness
- Decreased self-confidence
- Panic
- Feeling of losing control
- Despair
- Excitement
- Anxiety
- Anxiety
- Feeling lonely
- Feeling of not being understood
- Anger-anger
- Despair
- H disappointment
- Unhappiness
- Anxiety
Mental symptoms of anxiety
- I forgot everything I knew
- Time won't be enough for me
- I won't be successful
- I'm not good enough
- I'd better die if I don't get where I want
- How can my mother face my father if I don't pass the exam? I will see
- I would be disgraced if I don't get a high score
The feasibility of the methods that are frequently suggested in the media for children with anxiety is debatable.
There are not many studies for children and young people with test anxiety. suggestions made in many articles and interviews “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 continuously and effectively. Before the exam, think about your successes, not your past failures in your mind? 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 is not able to implement these suggestions, or who cannot be successful in reducing the anxiety, will be adversely affected. In doing so, answers are sought with the following questions. A treatment program is organized in line with the answers to these questions.
How severe is the anxiety?
What is the anxiety associated with (general or just exam-specific?
Exams your life and How does it affect their lessons?
Are there any developmental reasons (attention problems, mobility, impulsivity, learning problems?)
Do parents' attitudes, relationships with the child affect anxiety? )
Is there a genetic predisposition to being anxious?
Are additional psychiatric problems developed due to test anxiety? (Did depression, other anxiety disorders, obsessions, tics, etc. develop after exam anxiety? )
Exam anxiety Is it part of mental problems? (Is it the result of anxiety disorder, depression, or developmental problems?)
Is there a need for treatment?
Is the treatment to be followed by counseling or do you need additional psychiatric treatments?
Suggestions to parents in the solution of exam anxiety
A realistic balance should be established between the parents' own expectations and the child's capacity-limits
Mothers and fathers should avoid approaches that increase anxiety in order to increase the child's desire to study (“ You can't win with that much study, you have to study more regularly, you are far behind your friends, don't embarrass us, etc. ”)
If the child talks about the exam, the parents don't 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 his 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.
Children should not be compared with their environment, friends or siblings (They are successful if you are successful). you are unsuccessful, they are good, you change…).
The child should be well known by the parents according to his/her age and personal characteristics.
The child should be encouraged to do the activities he/she likes. It should be explained that the exam is only an opportunity and that there are other opportunities in life.
A peaceful family environment should be provided.
The child should be spared time by the parents.
effort should be appreciated
The message "We are with you no matter what the outcome" should be given.
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