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Abstract
Test anxiety is a silent condition in which a student becomes so panicked and stressed out about
taking an exam and they overexert themselves physically and emotionally. It is sadly out of fear
and embarrassment in which, these same students, are afraid to seek and admit they have a
problem and never seek treatment. Unfortunately, this overexertion of testing complied with the
necessity of making that perfect GPA can also lead to other health complications, if not cautious.
The stressors and the anxiety level of college students can be at a high and when complied with
sleep deprivation, minimal exercise and the inadequate nutrition, may eventually take a toll on
the emotional and physical well-being of a college student.

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College Stressor; Hidden Dangers
Itisveryeasyforcollegestudentstobecomesoconsumedintheendgoal,ofmakingthat
GPA,andgettingintothatspecificuniversity.Itisthissameobsessioninwhichastudentcan
easilyneglectandevenabusetheirbodies,sometimeswithoutrealizing.Teachingstudentshow
tolistentotheirbodiesandpickinguponthekeywarningsignscanbeacrucialelementto
maintainingadequateoverallhealthandacademiclongevity.Thetruthofthematteristhat
collegecanprovideanenormousamountofstresstostudentspersonalandacademiclife.The
pushtomakethegrade,turninalltherequiredassignmentsnotjustinoneclass,butacross
multipleclasses,mayaffectastudentsselfesteemandoverallacademicperformance.
However,thereareplentyofresourcesinwhichastudentmayhandletheiranxietybothinand
outoftheclassroom.
In the case scenario a college student named Katya, experiences a common type of anxiety
while taking an exam. It is this test anxiety in which she encounters which may affect her
physical and emotional well-being and her self-esteem. It is Katya lack of confidence and the
added pressure of failing an exam and losing her scholarship which prohibits her from seeing the
pattern of behavior. Research conducted in the Canadian Journal for Scholarship Learning states
during a 1000+ student survey found that almost 39% of a university students reported having
some form of testing anxiety in their college career. The study also found a negative association
with test anxiety, in which 12% of students indicated that they would NOT seek any treatment or
assistance with their test anxiety (Gerwing,T.G.,Rash,2015).It is this utter disregard to the
severity of the problem complied with poor eating habits, and sleep deprivation and physical
exhaustion which prohibits a student from building the necessary healthy habits to control their
test anxiety. Despite the tremendous treatment options available, the American Psychological

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Association found that the combination of a students unwillingness to seek professional help
compiled with the embarrassment of admitting they are unable to cope on their own is what
effects our college students by 48% from resolving their anxiety. It is through meditation and the
discovery of basic relaxation skills and diet and exercise in which a student can reduce their
stress level by 35%. (Himle,D.P.,Thyer,B.A.,Papsdorf,J.D.,&Caldwell,S.(1984).
Researchalsofoundthatthereisanegative association and unwillingness to seek help or
treatment in students which promotes high blood pressure, diabetes and obesity. It is this same
disregard which makes in actually makes it difficult for staff and professionals to treat the
disorder as students do not always see the association of their TA with their overall health.
Members of the facility have found that using specific educational campaigns designed to
educate students on the prevalence and the severity would likely help improve student retention.
Itisthebuildingofpublicawarenessinwhichassistsstudentsinrealizingtheyarenotalone
withTA.OnourownPasadenaCityCollegecampus,Ifoundaworkshopduringfinalsweek
calledManageTestAnxiety2.0,byPhillips, E., Psy.D, & Han, A., Psy.D. (2016)Inthis
workshopstudentswerestudentsweremadeawareofthephysiologicalsignsofanxietyand
stressaswellaswaystomanageselfdefeatingthoughtsandtimemanagement.Itisinthe
discoveringoftheseresourcesinwhichKatyawouldbeabletofindthenecessarytoolstohelp
withcollegepressureandheravoidhertestinganxietyfromaffectingheracademicoverall
performance.
Similar to Katya, I do not test well and suffer from test anxiety. However, one way that I
help myself deal with my issue is that in the beginning of each semester, I meticulously plan my
class schedule. I look into each class, and I do no set unrealistic goals or unobtainable
expectations. I manage and plan my schedule to have time to eat and study as well as meet the

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course requirements. The first few days of the semester I will analysis the professor and try to
conclude if the professor fits with my learning style as well as if the class will fit with my
workload. I found by planning my schedule I can ensure my academic success and reduce my
stress-level. Once I am confident that the professor is of my learning style I am able to commit to
the class without overwhelming myself. I have learned that by looking at the class syllabus and I
can be better prepared with the class demands and meet and commit to the professors
expectations. I have also not been a afraid to seek the necessary counseling professionals both in
and outside of campus. It is through these counseling sessions in which I was able to find the
necessary tools to cope with my test anxiety as well as control the stressors in my personal life. I
am aware that is however impossible to avoid my testing anxiety 100%. I have however,
discovered ways to help lessen the impact and the severity on my academic and social life stress.
For any student it is of the utmost importance to be able to admit to the severity of your TA
problem and seek the necessary help to find that balance. I have found that there are a multitude
of resources on campus and in our educational centers which are offered free of change for
students to take advantage of the resources. It is key for a student to maintain a healthy balance
and the tools needed to deal with lifes stressors. It is with these tools in which a student may
find an improvement in the academic performance and overall college success.

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References
Gerwing,T.G.,Rash,J.A.,AllenGerwing,A.M.,Bramble,B.,&Landine,J.(2015).
PerceptionsandIncidenceofTestAnxiety.CanadianJournalForTheScholarshipOf
TeachingAndLearning,6(3),
Himle,D.P.,Thyer,B.A.,Papsdorf,J.D.,&Caldwell,S.(1984).INVIVODISTRACTION
COPINGINTHETREATMENTOFTESTANXIETY:A1YEARFOLLOWUP
STUDY.JournalOfClinicalPsychology,40(2),458462.
Phillips, E., Psy.D, & Han, A., Psy.D. (2016). Manage Test Anxiety 2.0 [Workshop]. City
College, California: Pasadena.
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