PSYC FPX 1000 Assessment 4 Emotion, Stress, and Health

Assessment 4 Emotion, Stress, and Health

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Capella University

PSYC FPX 1000 Introduction to Psychology

Prof. Name

Date

Emotion, Stress, and Health

Introduction

Test anxiety in schools has become increasingly prevalent in recent years. Standardized testing, while necessary for data collection in public schools, often induces high levels of stress and fear among students, impacting their academic performance and overall well-being.

Impact of Test Anxiety in Schools

Test anxiety can have several detrimental effects on schools:

1. Inaccurate Measurement of Student Ability: Students experiencing panic may struggle to recall their knowledge during tests, leading to inaccurate assessments of their abilities (Donalato, 2020).
2. Inaccurate Measurement of Instructors: Test anxiety can skew test results, falsely implying ineffective instruction when students cannot perform well due to anxiety (Donalato, 2020).
3. Negative Connotation with School: Test anxiety can create a hostile testing environment, negatively affecting students’ perceptions of their school (Donalato, 2020).
4. Physiological Symptoms: Many students with test anxiety experience physical symptoms such as headaches and stomachaches, further hindering their performance (Donalato, 2020).

Recommended Interventions

To help students cope with test anxiety, the following interventions are recommended:

1. Social Emotional Wellness Classes: Schools should offer classes led by counselors to teach coping techniques such as coloring, breathing exercises, and grounding techniques (Donalato, 2018).
2. Creating Calming Environments: Providing calming elements such as music, motivational posters, snacks, and dimmed lighting can help alleviate anxiety during testing (Linan, 2017).
3. Offering Constant Praise and Encouragement: Providing positive reinforcement before, during, and after tests can help boost students’ confidence and reduce anxiety (Linan, 2017).
4. Thorough Preparation: Schools should thoroughly prepare students for tests by providing detailed information about what to expect, reducing the fear of the unknown (Donalato, 2018).
5. Emphasizing Student Worth: It’s crucial to convey to students that their worth is not determined by their test scores, fostering a supportive and nurturing environment (Wren, 2004).

Research Supporting Interventions

Research indicates that implementing these interventions can yield positive outcomes:

1. Teaching Coping Mechanisms: Having staff members teach coping mechanisms can help students feel safer and calmer during testing (Donalato, 2018).
2. Creating Sensory-Friendly Testing Environments: Altering testing rooms to reduce sensory overload can improve students’ performance on tests (Linan, 2017).
3. Verbal Affirmation: Verbal affirmation has been shown to improve student moods, attitudes, and academic performance (Linan, 2017).
4. Providing Detailed Information: Informing students about the testing content and process can alleviate anxiety by eliminating the fear of the unknown (Donalato, 2018).
5. Emphasizing Student Value: Reinforcing the message that test scores do not determine students’ worth can reduce anxiety and improve academic outcomes (Wren, 2004).

Conclusion

By implementing these recommended interventions and fostering a supportive environment, schools can help students cope with test anxiety, ultimately improving their academic performance and overall well-being.

References

Donalato, E. (2020, January 1). Measuring test anxiety in primary and middle school children. European Journal of Psychological Assessment, 36(5).

Linan, A. (2017, December 04). Test anxiety may leave some students unable to achieve on exams. Las Cruces Sun News. Retrieved from https://www.lcsun-news.com/story/life/wellness/2017/11/21/test-anxiety-performance-anxiety-students-finals/800902001/

Wren, D. (2004, September). Measuring test anxiety in children. Taylor & Francis Health Sciences, 17(3).

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSYC FPX 1000 Assessment 4 Emotion, Stress, and Health

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• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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