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Test Anxiety and its Impact on first year University Students and the over View
of mind and body Intervention to Enhance coping Skills in Facing Exams

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DOI: 10.5958/0974-360X.2018.00411.0

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 Research J. Pharm. and Tech. 11(6): June 2018

ISSN 0974-3618 (Print) www.rjptonline.org

0974-360X (Online)

RESEARCH ARTICLE

Test Anxiety and its Impact on first year University Students and the over
View of mind and body Intervention to Enhance coping Skills in Facing
Exams
Farrahdilla Hamzah1, Khairi Che Mat2, Vidya Bhagat2*, NurSyakilah Mahyiddin1
1
School of Nursing Science, Faculty of Medicine, University Sultan Zainal Abidin, Terengganu, Malaysia
2
Faculty of Medicine, University Sultan ZainalAbidin Terengganu, Malaysia
*Corresponding Author E-mail: 55vidya42@gmail.com

ABSTRACT:
Test anxiety has an impact on students either negative or positive. It is normal to have exam anxiety that help the
students to prepare them for facing examination on the other hand it can also distress the students ‘and disturb
them physically, emotionally; cognitively that can result in poor examination performance. The current study
had analysed the past reviews regarding test anxiety impacting student performance in their examinations. The
purpose of this study is to give overview of mind-body interventions for first year university students who facing
test anxiety. This literature review was completed using electronic databases. The current study had analysed
reviewing 70 articles from year 1961 to 2017. The reviewed articles were regarding test anxiety it’s negative and
positive correlates, Mind- body intervention and its benefits. Current study concludes though the test anxiety is
common among students the academicians and educationalists in the universities should have awareness about
negative and positive aspects of this test anxiety that can impact students’ performance. Further, current study
suggests that practicing mind- body interventional programmes in the university to promote overall health and
wellbeing among student population.

KEYWORDS: Test Anxiety, Mind- Body Interventions, and First year university students

INTRODUCTION: Examination stress experienced by students ‘cause test

Test anxiety can also be termed as anticipatory anxiety,
examination anxiety that occurs in situation like facing
exam. Indeed, there is a stirred up state in physiological
level causing over-arousal, tension and somatic
symptoms and psychological level causing poor
attention, deterioration in perception and thought
fluency this can lead to worry, dread, fear of failure, and
catastrophic experiences before or during test situations
among the students. At the same time normal anxiety is
helpful in preparing the students to face the exam. The
current review analysis is often helpful to stay mentally
and physically alert.[1]
Received on 28.02.2018 Modified on 26.04.2018
Accepted on 31.05.2018 © RJPT All right reserved
Research J. Pharm. and Tech 2018; 11(6): 2220-2228.
DOI: 10.5958/0974-360X.2018.00411.0
2220
anxiety however, experiencing too much anxiety can
result in emotional and physical distress leads to
difficulty in concentrating, and emotional worry.
Inferior performance arises not because of intellectual
problems or poor academic preparation, but because
testing situations create a sense of threat for those
experiencing test anxieties; further this anxiety disrupts
attention and memory function.[1]
Test anxiety is one of the common problems among first
year university students’ the number studies regarding
test anxiety is carried out over the globe. The current
study analyses the past literature on test anxiety has been
studied uni-dimensionally and bi-dimensionally learned
its edifice components such as worry and emotions
that’s apart of cognition and affective behaviour
respectively. The current study had analysed this fact in
the previous research that indicate test anxiety was a
singular attribute, which could be measured with uni-
dimensional scales. However, observing one of the past
 Research J. Pharm. and Tech. 11(6): June 2018
researches conducted in the early 1970s found with
consensus that test anxiety (TA) is a bi-dimensional
construct, consisting of the components worry and
emotionality.[2, 3]
Current research analysis also observes the stated fact
that the ‘worry’ has been referred as cognitive test
anxiety, cognitive reaction or internal dialogue during
and after evaluative situations.[4] Current research
analysis further indicates that individuals with high level
of cognition reported regarding their thoughts of
comparing self-performance with their peer group,
worries related consequences of failure, loss of self-
esteem and self-worth, low levels of confidence,
underestimating their own abilities as well as excessive
worry over evaluation increases the frequently test
anxiety.[5,6] The anxiousness is a part of emotionality
referring to the physiological responses to the
examination had studied in the current review analysis.
Further examining the past reviews indicate that test
anxiety causing physiological manifestations include
increased galvanic skin response and heart rate,
dizziness, nausea, or becoming panicky.[4,7] Current
study had revealed the fact reported by one of the
previous literature that the emotionality is a component
of test anxiety that refers not only the physiological
arousal but also to the individual’s subjective
interpretation of internal events. This study also
observes the subjective arousal of individuals with high
test anxiety moderately correlated with objective
arousal.[8] It is a learned fact that role of cognition
impacting test anxiety. Current study had examined this
fact in the past literature had revealed that the
relationship between these two components of test
anxiety; the cognitive component directly impacts
performance in evaluative situations and the emotional
component though it is related but does not directly
influence test performance. Another literature with this
regard on the cognitive aspect of anxiety indicates that
students with high, medium and low cognitive test
anxiety differed considerably in their performance in the
examinations and scholastic assessment test.[6, 9]
The current study in its review analysis makes an effort
to examine the test anxiety causing performance error;
examining the past literature with the correlational
studies had revealed that experimental data
demonstrated students with high test anxiety make more
performance errors than that of students with low test
anxiety.[10] This study also observes that absence of
evaluative stress and there were no differences in
performance between the students; here cognitive aspect
of test anxiety was indicated as causal determinant of
poor performance.[10] Current study had analysed in its
review examination on the past studies that discloses the
fact studied regarding poor performance during
2221
evaluation is due to students being unable to retrieve
previously learned information during the evaluative
situation. This fact had further analysed the reasons for
inability for retrieval during the assessment is due to
intruding thoughts and interfering thoughts include fears
of failure, self-critical thoughts and comparing self to
peers.
Current study examined facts indicates that
conceptualization of test anxiety is said to be naïve
approach that fails to take into consideration that the
effect of interfering thoughts in the preparation and lead
up to an examination.[11, 12] Further analysed fact reveals
that students with high levels of test anxiety experienced
problems at all levels of information processing, that is
encoding, storage and retrieval. [13] Current study
supplements with explored facts found in the previous
research model that includes different stages of
information processing model of test anxiety.[14] Further
examining the previous researches in the literature study
revealed that information processing model, is thought
to be the most comprehensive and widely accepted
theoretical model for understanding test anxiety and its
relation to exam performance though it does not address
the self-critical thought patterns which interfere with
information retrieval. Further it is understood that
importance of self-criticism in the development and
maintenance of test anxiety. [13, 15]
The current study had reviewed the past literature
indicates that self-criticism can be described as scrutiny
and censorship of personal behaviours, thoughts and
emotions. It has been learned through analysed fact that
criticism arises when there is a gap between the
individual’s perception of reality and their own
expectations; this fact has been observed in one of the
studies on high school students, showed that test anxiety
was highly correlated with self-criticism.[16] This review
analyses the fact in the previous studies conducted on
individuals with high test anxiety students who reported
higher levels of helplessness over test performance than
low test anxiety students.[17] This analysis of literature
study identified some of the facts such as the low level
of self-efficacy among students with high test anxiety is
associated with learned helplessness, failure, avoidance
and low personal goal setting, these students are less
likely to find coping strategies for their anxiety which
reinforces the cycle of low self-expectations, high levels
of cognitive test anxiety and poor performance on
tests.[17] Literature review analyse by the present study
had found that self-efficacy and learned helplessness
plays an important part in the self-critical thinking of
students with high levels of test anxiety thus role of both
self-esteem and self-criticism in the development and
persistence of test anxiety is vital to our understanding
of this concept and should be considered when thinking
 Research J. Pharm. and Tech. 11(6): June 2018
about possible intervention strategies.[17] Furthermore
explored facts by current review analysis among high
test anxiety students identified higher feelings of
inadequacy, feelings of self-disgust, a lower capacity for
self-acceptance, self-compassion and also other aspects
such as influence of self-expectations, self-efficacy on
test anxiety,[18] one of the analysed studies also found
with negative correlation between test anxiety and self-
efficacy.[19]
The current study had made an effort to explore different
procedures that can help the students with test anxiety.
This review study had identified a range of different
therapeutic procedures employed in the attempt to treat
test anxiety; one of the most commonly used
behavioural techniques for reducing exam anxiety is
found as systematic desensitization which is made up of
two components where the students are taught relaxation
techniques and trained them for using these techniques
to remain calm when in an anxiety provoking situation
(test) is encountered, students are then exposed to of the
situation which evoke anxiety hierarchically, for
example imagine walking in to an exam hall, when they
grow anxious they need to practice using these
relaxation techniques. This teaching is repeated until the
individual is able to imagine the testing situation with
considerably reduced amount of anxiety. Further it also
found that students with test anxiety who took part in a
systematic desensitization intervention showed
significant drop in levels of test anxiety. [20] Current
review analysis of the previous studies had found that
systematic desensitization and cognitive-behavioural
techniques such as cognitive modification, attention
training and insight therapy were shown to significantly
reduce test anxiety.[7]
Test anxiety promoting students’ performance:
Anxiousness is a one of the normal emotional states, is
experienced in varying degrees and intensities, it is
helpful for individuals to cope with the stressors. As a
fact anxiety is structured into individuals brain plays an
important role in preparing individuals for fight-or-flight
response and to face threatening situations. Test anxiety
is normal phenomenon for the students facing
examination. It helps the students to prepare for their
mind set to face exam related stress. The current study
has found in the literature that the anxiety is an obvious
element in human being’s life that affect their
performance and effectiveness in different situations, an
average level of anxiety is useful in keeping people
hardworking and responsible for their work and also
helpful for people to be more workable for their affluent
life.[21,22] It is an understandable fact that first year
university students in their adaptation process to the new
environment distracted from the main stream of
academics. The motivation to do well in their academic
2222
performance is one of the important cognitive content
they need to cling on along with their adaptation
process. Their normal anxiety level or the mild to
moderate anxiety to do better in their academic
performance makes them to work heard this paves a way
for positive performance in their examination. One of
the previous literature analysis reveals that a little
anxiety during exams is required that will help students
to get motivated and learn.[23] Test anxiety has its can
affect students positively or negatively. Indeed, anxiety
is an important element of emotion that that drives the
students’ towards their academic achievement. Thus it
has been constantly studied the relationship between test
anxiety and academic achievement among
undergraduate nursing students. The review analysis of
previous studies shows that the test anxiety undeniably
plays an important role in students' performance.[23, 24]
It is also understood that some level of anxiety is
important for achievement motivation that is an
important aspect of behaviour needed to enhance
students’ performance in the examination. Review
analysis done by the current study has found an
acceptable level of test anxiety in students motivates
them to work hard and provides them with its positive
consequences.[25] The relationship between test anxiety
and academic performance is challenging; current study
had analysed this fact indicates that important aspect of
a student’s life influenced by one of the factors is
anxiety level leading to hard work or preparations done
prior to the examination.[26] Present study had observed
in one of the previous study that showing the results
indicating positive relationship between students’ high
level of academic achievement and anxiety as predictor
of aspiration among the achievers.[27] It is a learnt fact
that anxiety varies its level and intensity in individuals
when they face challenges. It differs person to person.
Review analysis of the past literature observes anxiety
as a conceivable factor that affects a person’s academic
ability and achievement. It varies markedly from one
individual to another.[28] Current study had also observed
in the past reviews indicates that anxiety as a predictor
of aspiration among the students who are going to face
examination. Further analysis of this review reveals that
aspirations of high grades are an additional locomotive
that could affect student motivation and academic
achievement. It is also found that this determination of
learning is an important psychological construct that
provides two aspects of the effort, namely anxiety and
motivation.[29]
Test anxiety is a serious problem among student
population:
It is a normal response of an individual being anxious
when individuals face ambiguity and unprepared to cope
with stressful situations. Preparedness for taking exam
 Research J. Pharm. and Tech. 11(6): June 2018
makes students less anxious than that of the students
who are unprepared. The current review analyses of past
literature study conducted on nursing students had
observed that higher level of test anxiety experienced by
the students affecting their emotional wellbeing. The
further analysis of the past review had also indicated the
test anxiety effecting among nursing student’s more than
general public and high school students in their
comparison.[30]
It is common fact that the exams that may leave
individuals upset. The stress converts into distress when
the individuals’ adhere constantly regarding
unsubstantiated worry about the exams can distress them
that can lead them to high level of anxiety that disturbs
their social life and interferes with their performance.
Generally the stress converting in to distress is
commonly seen in first year students who are newly
adapting to university are more anxious during their
examination. The current review study reveals the facts
observed in the past literature that the students’
psychological changes that often correlate multi factors
like financial, academic and adaption difficulties to the
new environment and adjusting to university life
indicated higher level of anxiety.[31,32]
The adjustment period among the year one students who
study in the university take longer period in adapting to
the new environment and there is a proclivity to pile up
their academic work till the foot of the exam dates thus
commonly find them over anxious during examination.
This literature review examines the fact that university is
a totally new environment for the students therefore
there is a delay in their adjustment to the academic,
social, personal and lifestyle encounters.[33] Generally
the everyday events that demanding more adjustment
lead to persistent anxiety that can interfere with life this
kind of interference in students’ life that may cause poor
performance in their examinations. This fact had
observed in the past review had analysed by the current
study that reveals high demands of nursing curriculum,
workload and family responsibilities with the long hours
of studying are the demanding aspect of the nursing
students life that causes test anxiety in them.[34]
The reviewed fact by the current study indicates that the
individuals’ negative thoughts about the threatening
situations contribute higher level of anxiety in them.
One of the reviewed studies also revealed that the
factors contributing of test anxiety that include
psychological factors, thinking negatively about test
causes higher level of anxiety among the students.[35]
Students’ transiting from the school to the university
need to mend their already set habits and study patterns
to fit in university patterns this adjustment may threaten
them during exams and cause test anxiety among many
of them. The current review analyses the results of one
2223
of the previous study about habits among undergraduate
students causing test anxiety.[36] It is a learned fact that
anxiety is a normal emotion significant aspect needed
for survival. Thus students to prepare for their
examination need to have this normal anxiety. However,
there is an individual difference that some become
highly anxious with the least provocation that can
trigger emotional disturbances in them. Analysing the
past reviews on this aspect it has been observed that
students who have on-going and excessive fear get and
distressed leads to poor performance in the examination
thus this study indicates that physical, emotional,
cognitive state had proven detrimental to their
achievement.[37]
The anticipation is generally reflects in anxiety and fear
that signifies need adaption to challenge the fear-
provoking circumstance. The anxious state has its own
significance in readying individuals to cope with a
future problem situation. If anticipation cause over
anxiousness may cause harm if not prevented. The
current review study had examined the chronicity of this
higher level anxiety leading to ill health particularly
perceived stress causing unhealthy behaviours among
university students, such as substance abuse, poor
psychological health, poor physical health, reduced
social involvement, and poor academic performance.[38,
39]
Current review study basing the past literature had
learned that physiological changes and HPA axis
activity changes when individuals experience anxiety.
[38]
Further this review analysis on several other studies
indicates that stress and anxiety can stimulate
psychological and physiological responses in
cardiovascular, hypothalamic-pituitary-adrenal axis
activity[40,41] and observed that changes in blood pressure
and increased heart rate in situations like
examinations.[42] Over anxiousness among students who
are preparing for their exam is led by their own thoughts
concerning passing or failing in their exam. The current
study analysis of past literature reveals that regarding
fear and anxiety hipping students that prepares their
mind and body for automatic action. However, it has
been noticed that they are also at risk for very serious
negative consequences. The experience of fear or
anxiety may at times unpleasant and may lead to loss of
physical and psychological homeostasis that may cause
anxiety that leads to autonomic changes such as increase
heart rate, blood pressure and changes in breathing
pattern and also the body changes HPA activity with
increased serum cortisol. These facts are analysed in the
current review analysis of the past literature that had
indicated the increased level of cortisol from relaxed
state to stress state during viva examination among the
students.[43]
 Research J. Pharm. and Tech. 11(6): June 2018
The presence of test anxiety is needed to be focused.
The current review analysis principally focused on the
element studied in the past literature found that test
anxiety contributes to poor examination performance. [8,
44,45]
The current review analysis indicates the
importance also of having test anxiety to keep the
students motivational spirit during examination.
Observation of the past literature is also found that exam
anxiety maintains students’ alertness that they are able
to change examination answers from incorrect to
correct.[46] Test anxiety is the emotional reaction when
students’ need to cope with examination. However it
varies among students depends on their preparedness
and certainty to facing the exam. One of the past
researches identified test anxiety emotional reaction that
experienced by some students that they faced before
exams; this emotional reaction consists of two
components; “worry” identified as cognitive expression
students concern about performance and “emotional”
identified as an autonomic reactions which tend to occur
examination stress.[47] One of the negative aspects of test
anxiety observed by the current study of past reviews
reveals that the effects of anxiety on student
concentration impacts performance prior to the
examination, preparatory time of examination and also
completion time of examination.[2,48]
The relationship between mindfulness and test
anxiety:
In management of test anxiety students’ can get trained
in mindfulness activities or related techniques of
intervention. The current review study explores the
relationship between mindfulness and test anxiety
through analysing previous researches regarding this
aspect. One of the analysed studies reveals the important
mechanisms of mindfulness training and its benefits in
mindfulness based interventions. Further analysed fact
indicates there is an expanded interest in cultivating
mindfulness activities in helping students with test
anxiety. [16] Current study had analysed in its review on
past literature indicates that students with high test
anxiety \found with higher levels of negative self-
criticism, high levels of self-critical thoughts is found to
have an association with low levels of self-acceptance
and lacking mindfulness skills this has played an
important role in the development and maintenance of
test anxiety. [16]
Current study has further explored the implications of
mindfulness in its review analysis indicated
interventions could be cultivated to help students with
test anxiety identify and have an increased awareness of
thoughts of self- criticism, and to accept these thoughts
without judgment. It may be suggested that
acknowledgement of negative, self-critical thoughts
which maintain and exacerbate test anxiety this in turn
2224
could help to improve both psychological wellbeing and
test performance in anxious students.[49] The current
review study also focus at the use of mindfulness
interventions on test anxiety explored the effectiveness
of a brief mindfulness intervention on maths test anxiety
and exam scores in a high school population where the
participants were trained for brief guided meditation
directly before taking their math exam; the result of
which is found with significant reductions in anxiety, as
well as improvements in exam scores from before to
after the intervention.[50] Observation of past literature
also explored the effectiveness of a classroom
mindfulness colouring activity for test anxiety in
primary school aged children.[51] Analysed past
literature studies in the current study had identified the
suggestions and thoughts that has been put forward by
one of the past literature is that structured colouring of a
reasonably complex geometric pattern may induce a
meditative state that benefits individuals suffering from
anxiety and mindfulness colouring pair the creative
manipulation of materials of art making has the benefits
of mindfulness meditation.[52]
Mind- body interventions to help students with
anxiety :
Mindfulness prospective interventions that can be
introduced to first year university students; more
specifically who face test anxiety and vulnerable to have
negative impact on their examinations. Mindful
breathing and cognitive reappraisal practices shown
effective in reducing test anxiety. Review analysis had
indicated that training students to be mindful and
breathing exercise could increase s positive automatic
thoughts more than that of cognitive reappraisal. [53]
Tests and exams are vital part in people’s lives it’s
though the significance differs person to person. Higher
education in the university has an own demands to cope
with. Students newly joined commonly find difficulties
to adapt to these demands more commonly fist year
students face stress and anxiety during their exams. Test
anxiety can be described as a significantly unpleasant
experience of worry and emotionality. Current review
study analyses that the test anxiety is an important factor
that has a negative impact reduces psychological
wellbeing and hamper student’s academic achievement.
This review analysis also indicates the potential use of a
mindfulness intervention that has been delivered in an
ad hoc basis, via an online mobile application, found to
be useful in reducing test anxiety among university
students. [54]
The current study had also focused on reviewing articles
that is informative in indicating its benefit to the
students who has high level of test anxiety; further this
study had observed that last of decades there has been an
outpouring interest in mindfulness working as
 Research J. Pharm. and Tech. 11(6): June 2018
psychological construct as well as a clinical
intervention.[55] Current studies reviewed that
mindfulness is intentionally accepting and it is a non-
judgmental focus of one's attention on the emotions,
thoughts and sensations occurring in the present
moment.[56] Further analyses on literature done by the
current study indicate that mindfulness is an ability to
direct one’s attention in a way that has been practiced
through meditation with regard to this concept current
study had also reviewed the literature on mindfulness
meditation thus finds its roots in ancient spiritual
traditions of Buddhism which is over 2550 years old.
Further it had been observed by the current study that
mindfulness has been both theoretically and empirically
associated with wellbeing of the people in general; study
also indicates that despite its ancient roots currently the
application of mindfulness also found in mental health
practices in western psychology is a recent phenomenon.
[57]
Analyses done by the current study had found the
elements of mindfulness that have been thought to be
potentially effective tools to treat psychological distress,
such as anxiety, stress and depression.[58,59] Indeed the
mindfulness has been cultivated to prevent maladaptive
tendencies to avoid, suppress, or over-engage with
distressing thoughts and emotions.[58,59] Another
identified fact by this research analysis is the positive
correlations between self-reported mindfulness and
psychological health.[58, 59, 60]
Observed facts analysed by the current review study
found that clinical psychology has developed therapeutic
applications based on mindfulness that is most
frequently cited mindfulness training for stress
reduction.[61] Further it had been reviewed by the
current study that the national health services in United
Kingdom has adapted treatment of depression and
anxiety using mindfulness based stress reduction
programme that is a structured group program uses
techniques such as the body scan and take part in group
meditations. [62] It is also found that mindfulness based
stress reduction course for patient with depression
helped in decreasing levels of depression and anxiety;
further basing on this mindfulness-based cognitive
therapy has been structured.[63] This therapeutic
intervention has taken a base on mindfulness stress
reduction intervention programmes. [64]
The reviewed fact by the current study is the skill of
intentional control on individuals thought in mindfulness
meditation could be helpful in preventing relapse of
major depression further incorporating elements of
cognitive therapy, patients are taught to observe their
thoughts and feelings without judgment and to view
them as events that will come and go, rather than
something which is part of themselves.[65] It is also
identified by current review analysis of past literature
2225
that the patients with more previous episodes of
depression, mindfulness based cognitive therapy
significantly reduced risk of relapse.[66] One of the
studies that had been analysed found with their attempt
to explain the mechanisms of mindfulness skills and
how they may lead to both reductions in symptoms and
changes in behaviour.[67] Further one another study
comes out with thought that one of these mechanisms is
cognitive change.[68]
Anxiety related thoughts and feelings are not always
reflection of reality it is resultant of our belief system
thus do not need to be avoided in such cases
mindfulness training can help the individuals in their
self-management and coping skills. Awareness of
cognitive and emotional events as they happens the
mindfulness training can help individuals to recognise
early signs of a problem so they can work non it.
Analysed literature by the current study indicates that
mindfulness training can allow and promote recognition
of these early signs of a problem in individuals who are
equipped with previously learned coping strategies and
they can effectively manage this problem. [65] Analysing
one of the past literature the current study indicates that
mindfulness training teaches acceptance of self and
experiencing events fully without using defence, as they
are thus do not cling on faulty defensive behaviours.[67]
Current review study had examined although beginning
of mindfulness practice as a spiritual back ground it has
been considerably changed in the last forty years
mindfulness being used in a variety of different context
from mental health to the work place. Further studying
this issue analysing the past literature current study had
found that the mindfulness as a flexible tradition that its
use has been seen in various cultures further it has been
observed that mindfulness ways changing and adapting
in response to things has never encountered even in
western psychology, technology and it has been
accepted well.[69]
The current study had observed the reviews of past
literature in the current scenario there is increase in
Mindfulness-based mobile apps as an alternative
delivery medium for mindfulness training through
mobile apps that state two major issues. Current study
indicate these two issues observed in the literature; first
is regarding mental health issues being able to provide
services and support to the many millions of people, the
second issue describes how mindfulness and technology
are often presented as being in opposition to each other.
[68]
Mobile health is a new emerging field which utilizes
technology such as smartphones to enhance and monitor
physical and psychological health.[69]
 Research J. Pharm. and Tech. 11(6): June 2018
This study had observed that the highest quality apps
attractively included in the mindfulness education as
well as guided meditations indicated the effectiveness of
the headspace mindfulness app used on happiness
seekers’ found to be useful and that had paved a way for
significant gains in reducing depressive symptoms.[70]
Current study reveals that the very few studies on
mindfulness based mobile applications has been
suggested that it is an acceptable and innovative method
of delivering mindfulness that can bring the
improvements in mental and emotional wellbeing.
Current study finds the need for further research that can
expand the scope for the researchers concerning the
effectiveness of such mindfulness based mobile apps.
METHOD:
The purpose of this literature review was to identify
mind- body interventions for the students’ facing test
anxiety among first year university students. A literature
search was conducted with electronic databases included
Cumulative Index to Nursing and Allied Health
Literature, Medline/ PubMed, EBSCO, SCOPUS, and
Science Direct. Search terms used included therapy, test
anxiety, exam anxiety, and examination anxiety, each
paired with nursing students. Research articles explored
from dating back to1961 to 2017, further articles were
analysed finding the usefulness mindfulness’ throughout
the historical development until current new advances in
mindfulness interventions on test anxiety.
RESULTS:
A total reviewed by the current study seventy (n=70)
articles that were found following database search. The
current study had successfully analysed the past
literature reviews had reviled the various aspects of test
anxiety, test anxiety promoting students’ performance,
test anxiety is a serious problem among student
population, the relationship between mindfulness and
test anxiety and mind- body interventions to help
students with anxiety.
CONCLUSION:
Current study concludes that it is important to
understand the fact that test anxiety is common among
students but it varies in degree. For some students’ it
may be beneficial, for others it may lead to poor
performance and may cause negative effect on their
health. The current literature study recommends that
academicians and educationalists in the universities
should have awareness about negative and positive
aspects of this test anxiety and its impact on students.
Further, it also suggests that introduction of mind- body
interventional programmes in the university should be
practiced to promote overall health and wellbeing
among student population. The current review had
analysed the benefits and advances seen in the research
2226
studies exhibits mindfulness from the ancient history to
current advances in mindfulness based mobile apps.
Thus suggest that landing with various mindfulness
training programme for the first year students of
university to promote emotional and psychological
wellbeing can endorse overall healthiness in the
educational system as well in the communities.
FUNDING:
This study obtains Research Acculturation Grant
Scheme (RAGS), Ministry of Education Malaysia.
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