Test Anxiety and College Students With Attention Deficit Hyperactivity Disorder

Abstract

Test anxiety was examined in college students with and without attention deficit hyperactivity disorder (ADHD). Results indicated that, relative to college students without ADHD, college students with ADHD reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i.e., cognitive aspects of test anxiety) and emotionality (i.e., physiological aspects of test anxiety). Effect sizes were large for total test anxiety and the worry aspect of test anxiety. Nearly half of college students with ADHD reported clinically significant levels of the worry aspect of test anxiety. Females with ADHD reported higher levels of the emotionality aspect of test anxiety than did males with ADHD. Those with combined type and inattentive type ADHD did not differ on any aspect of test anxiety. Implications for assessment and intervention are discussed.

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

“…This may have inflated group differences where they existed. This would be particularly relevant for test anxiety, although our results are highly consistent with Nelson et al (), who found that college students with ADHD who did not have comorbid anxiety and/or depression also reported much higher test anxiety than college students without ADHD. Finally, the study required students with ADHD to make time estimations, rate their behaviors, and compare themselves to others.…”

“…ADHD participants were significantly more likely to feel unprepared for tests and exams, believe they do not study enough to get the grades they would like, and perceive their preparation for tests and exams to be worse than controls. Additionally, consistent with previous research (Nelson et al, ), students with ADHD reported significantly higher test anxiety, and these effect sizes were large. These findings were notable given that students with ADHD reported similar class attendance and study time, environments, and planning as students without ADHD.…”

“…Likert items are presented with four response options ranging from 1 ( almost never ) to 4 ( almost always ). Total, Worry, and Emotionality scale reliability coefficients consistently have been found to be strong to very strong (Lowe et al, ) for students without diagnoses, as well as those with ADHD (Nelson et al, ; Spielberger, ). Validity evidence supports the two‐factor structure and convergence with similar measures (Spielberger, ; Szafranski, Barrera, & Norton, ).…”

Predictors of College Success: Symptoms of ADHD, Psychological Well-being, Appreciation of the Liberal Arts, and Understanding of College Policies

“…Although specific rates of anxiety disorders in college students have not been determined, it is clear that many students with ADHD also struggle with anxiety symptoms and disorders. For example, Nelson, Lindstrom and Foels [23] reported that close to half of college students with ADHD reported clinically meaningful levels of test anxiety. Similarly, those with ADHD also experience higher rates of depression than the general college student population [24][25][26].…”

Implementing Test Enhanced Learning: Swedish Teacher Students’ Perception of Quizzing

“…Elevated levels of test anxiety are also linked to procrastination and loss of motivation to engage in academic work (Mavilidi, Hoogerheide, & Paas, 2014). Although levels of test anxiety depend on the social and educational functions of both the schools and tests involved (Song, Bong, Lee, & Kim, 2015;Varela & Hensley-Maloney, 2009), for example whether the tests are low-or high-stakes (Segool, Carlson, Goforth, von der Embse, & Barterian, 2013), it typically weakenes educational performance, and burdens individuals regardless of the cultural setting when levels are excessive (Liew et al, 2014;Nelson et al, 2014). Nonetheless, in Sweden test anxiety has drawn little attention from the educational field (see Nyroos et al, 2015).…”