Effects of cognitive monitoring strategies on the test anxieties of elementary students

Abstract

Sixty‐six anxious fourth and fifth graders were randomly assigned to one of two conditions: (a) cognitive monitoring training, or (b) control group. Pretreatment, post‐treatment, and six‐week follow‐up measures were obtained on both self‐report measures of test anxiety and performance on two separate subtests of the Metropolitan Achievement Test. Analysis of covariance results indicated that there were no significant differences between groups on either the self‐report measure of test anxiety or the MAT subtests.