The path hasn’t been traveled in a while.

 

Do you suffer from Test Taking Anxiety?

Are you an otherwise good student making good grades and find that you become so stressed out when exam time comes that you just can’t get it together?

Is poor test taking skill interfering with your grades?

Are your grades interfering with your career path?

          There are huge numbers of students worldwide who literally freeze up at the idea of taking an exam. This is such an overwhelming source of anxiety that people have reported having the all too familiar dream about being in a classroom with an exam in front of them and NOT KNOWING THE ANSWERS. This dream even seems to occur many, many years even decades after high school or college. The fear is so real that a Freddy Krueger’s Nightmare on Elm Street dream might be preferable to confront and do battle with. You will at least wake up and this bad dream is over!

          History has shown us that this type of fear has been recorded throughout the ages and also now too among your peers. The problem is that it doesn’t only plague you in your nightmares though. Freezing up prior to and during an exam is a commonplace reality for many. The number of students who are able to learn and subsequently not able to pass the exam because of experiencing the physical effects of undue anxiety and stress is quite staggering.

          Unfortunately, there is no way to avoid taking these exams if you intend to get a degree or to graduate. Testing is the measure with which we determine one’s knowledge and mastery of a particular subject or area of study; therefore there is simply no way currently around it. So, learning the art of testing well is imperative, maybe even more important than that of acquiring the material itself. And many a trial attorney has heard the statement, “It’s not what you know, it’s WHAT YOU CAN PROVE”.

          Let us not put the cart before the horse. It would seem to make more sense to learn how to master the art of testing before beginning to acquire the information base. We are on a collision course headed for certain disaster if we do not master the art of test taking and yes, it is an art. Now is the time to make a decision and take an action that will ensure future test-taking success in all your studies and in fact in the quality of your life. We would not board a plane and take off on a flight without first having the landing gear in place and establishing a radar connection with air traffic control. Reverse these two events and we will eventually run out of fuel while contemplating a landing.

        The good news is that you are the one who is truly in charge of your own destiny. If you find yourself today in a mode of action that if you persist you will surely fail, then now is the time to build a plan for landing your airplane. Once we become aware of our deficiencies to continue on the same path would be insanity. We must take the necessary steps to correct our defects if we are to succeed at this thing we call LIFE. Become all that you were designed to be and live with the promise of fulfilling your purpose and your dreams. Create the life that you expect.

This program is ideal for all students not coping well with the stressors of taking an examination. The time to learn this life skill is before ever entering into a learning situation. There may not be time for that for most of you, however it is never too late to teach you this most crucial piece of the equation. Take the action that will provide relief and success and will become a tool that you carry throughout your lifetime. Education is an investment in oneself and building the personal virtues that enable you to accomplish your aspirations is the ultimate investment.

The Studyingme.com  website has designed a ‘one-stop shop’ of opportunity. Here we address the ever-changing and the ever-present challenges in the life of the student in the school of life. Testing may be the last thing you do once you’ve learned a subject matter, but learning how to take a test is the beginning of the plan. Are you tired of being close? Do you see other people succeeding and you are just getting close? Are you tired of watching your peers succeed at things that you cannot? If you are not careful you may start to believe that it is not for you, “maybe I am not supposed to be a doctor, lawyer, or teacher.” Do not let excuses comfort your incapacity. You are at the gate and if you want an abundant life you can have an abundant life.

The purpose of the ‘Self-Realization Analysis Workup’ is to gain information about the Student/Member that enables the software to produce a Personal Audio-Recorded Therapeutic Session (PAST) designed to target the exact nature of the inner conflict that each Student/Member is facing as he meets with the challenge of exam taking.

If you suffer from poor performance on exams and you experience undue stress and anxiety from taking tests then, know that you are not alone. Know that there is a solution. Relax and take a deep breath, we are here to guide you into a new you! Don’t allow fear, anxiety or stress to interfere with the good choices you have made to go after the education of your dreams.

It’s time to step up, step out of your comfort zone and step into your greatest self with a little help from StudyingMe.com.

Do you freak out at exam time? Do tests cause you stress? Are you full of fear & anxiety?

“Are you listless, rundown, tired? Do you pop out at parties? Are you ‘un-poopular’?”

Yes, there is an answer just for you.

       

Click the picture for a laugh!

If only we could only bottle our solution! However, we think that you will find this process so much easier to swallow!! Let us look even a little deeper into the issue at the history and research behind what exactly is happening to you.

Ancient Beliefs

Fear and anxiety were clearly recognized as significant aspects of human behavior in ancient Egypt, the Old Testament, and in Greek and Roman literature. Rollo May (1950/1977) traces the historical roots of most current conceptions of anxiety to the philosophical and theological views of the past in the 17th century and Kierkegaard in the 19th century. From a biological perspective, Darwin (1872/1965) considered there to be a universal characteristic in both animals and humans that evolved over countless generations as an adaptive response to dangerous situations.

Manifestations of fear, according to Darwin, including heart palpitations, trembling, increased perspiration, dryness of mouth, and other physiological and behavioral reactions are now being recognized as resulting from activation of the autonomic nervous system.

According to Webster’s dictionary:

au·to·nom·ic nerv·ous sys·tem

noun: autonomic nervous system; plural noun: autonomic nervous systems
  1. the part of the nervous system responsible for control of the bodily functions not consciously directed, such as breathing, the heartbeat, and digestive processes.

In contrast to Darwin’s emphasis on the observable biological and behavioral manifestations of fear, (1895/1924,1936) focused on anxiety, which he regarded as the subjective experience associated with fear reactions. He defined anxiety as an unpleasant emotional state. In addition to trembling, disturbances in respiration, and biological manifestations similar to those described by Darwin, Freud proposed that anxiety states consist of feelings of tension, retention, and nervousness.

Freud also distinguished between “Tatian objective” Tatian anxiety, in which the emotional response is proportional to a real danger in the external world, and neurotic anxiety, in which the intensity of the emotional response is much greater than the objective danger.

In neurotic anxiety, the person responds to an internal danger emanating from unacceptable impulses.

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Empirical Investigations

In what appears to be the first empirical investigation of test anxiety published in 1914 in The Journal Of Biological Chemistry, Poland et al.. Reports that approximately one out of five medical students showed evidence of glycol Soriano (sugar in the urine) after a stressful examination; none of these students showed any trace of glycosuria before the examination.

Similar findings were reported by Walter B. Cannon (1929) in his classic book Bodily Changes in Pain, Hunger, Fear, and Rage, which led Cannon to conclude that academic examinations provided an ideal situation for investigating the effects of real life stress on physiological reactions.

H. Brown and his colleagues, and a series of studies at the University of Chicago (C.H. Brown, 1938a, 1938b;C.H. Brown & Gelder, 1938; Fiedler, 1949; Hastings, 1944; White, 1942), systematically investigated individual differences in test anxiety. The Chicago group developed the first psychometric scale for identifying test-anxious students, finding that students with high scores on this scale were nervous before examinations and performed more poorly than those who were relatively calm.

The potentially serious consequences of test anxiety were also noted by C. H. Brown (1938a, 1938b), who attributed the suicides of two university students to worry over approaching examinations.

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McKeachie (1951) conducted a number of studies in an effort to find ways to reduce the negative impact of anxiety on students classroom test performance. He observed that “while anxiety may be a valuable motivating force, it inhibits performance if it cannot be resolved” (p. 157).

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A look at the solution…

Studyingme.com helps each member to generate a tailor-made personal audio session that is focused on finding self-empowerment by building a strong sense of self-efficacy. Self-efficacy is the belief in one’s capability to perform. Fear cannot exist in the presence of self-efficacy.

The recall of learned subject matter at exam time and allowing direct access to one’s acquired information base is the result of entering into a state of positive self-efficacy.

A newfound belief in one’s ability, once achieved, promotes a level of inner strength and in fact, empowerment that promotes a stress-free mindset. This causes the test-taking experience to become positive and rewarding! Victory is achieved with this recipe for success.

‘Exam Anxiety’ is one of the leading causes of failure among otherwise good students worldwide. Our parent organization, Worldwide Education, Inc., has known this for decades and has a history of success in combating this issue with individuals in onsite campus settings. We address the underlying issues causing the worry leading to these stressors. The change in maladaptive behavior empowers the student to succeed. Steve Jobs said it well, “Want to succeed in life? Try some self-efficacy.”

                                                         

Want to Succeed in Life?

Try Some Self-Efficacy!

“What makes some people rebound from defeats and to go on to greatness while others throw in the towel? Psychologists call it ‘Self-Efficacy”, that unshakable belief some people have what it takes to succeed!”

Test Anxiety Scale

Research was further advanced by I. G. Sarason (1958a, 1960, 1961, 1965), who reported that high test-anxious students performed more poorly when achievement was emphasized. In situations designed to allay anxiety, high test-anxious students showed improved performance whereas low test anxious students actually perform less well (I. G. Sarason, 1958a). In subsequent research, I. G. Sarason (1975b, 1984) found that test-anxious students were more self-critical and more likely to experience task-irrelevant worry responses that interfered with performance during examinations than students low in test-anxiety. 

Because these negative, self-centered worry responses were incompatible with performance, the high test-anxious students also did more poorly on learning tasks, and on intelligence and achievement tests, than did low test-anxious students.

Westside Anxiety Scale

We are interested in learning about the kinds of thoughts that go through people’s heads while they are working on an exam The following is a list of thoughts some of which you might have had while taking an exam. Please indicate approximately how often each thought occurred to you while working on the exam by using the appropriate number below:

1 = never,        2 = once,       3 = a few times,        4 = often,        5 = very often

  • I thought about how poorly I was doing
  • I wondered what the experimenter would think of me.
  • I thought about how I should work more carefully.
  • I thought about how much time I had left.
  • I thought about how others have done on this task.
  • I thought about the difficulty of the problems.
  • I thought about my level of ability.
  • I thought about the purpose of the experiment.
  • I thought about how I would feel if I were told how I performed.
  • I thought about how often I got confused.
  • I thought about things completely unrelated to the experiment.

Please write the number next to the question on the previous scale which best represents the degree to which you felt your mind wandered during the task you have just completed. 

Total your points. Scoring 10+ points indicates Test Anxiety

Test Anxiety Scale: Concept andResearch.…Click here to Read More 

Final Exam…. The words resonate in our very bones. Who has not suffered from some form of test anxiety? It has been recorded since the earliest studies available that anxiety is a variable in performane.

I need a nap!

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Reference: Test Anxiety: Theory, Assessment, and Treatment By Charles Donald Spielberger

Mental States are Important to Learning

Intrinsic Reinforcement – Internal Reward 

 Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described intrinsic reinforcement as a form of internal reward such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. 

While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a ‘social cognitive theory.’Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. 

Call to Action

This program provides the members with their personally tailored and self-designed audio session that speaks to each person on an individual intimate basis.

The session calls you by name. The session uses music that you select personally playing in the background of the recoding.  

You personally choose the voice of the narrator. You also select the method of relaxation you would prefer from a selection provided to you.

You are able to select the location in which you will be listening to the audio session. Daytime meditations, bedtime meditations, or sessions that may be played while taking part in a daily activity such as the gym or walking. 

Personal Audio Session Therapy (PAST) is the name of our meditation-based individual audio media tool. The purpose is focused on training the student to possess helpful tools. Learning to self regulate ourselves through relaxation, self-empowerment, self-efficacy creates coping skills. Students begin the process of blueprinting positive structures mentally to overcome maladjusted emotive responses common in test takers of all types and backgrounds. 

Exam Anxiety is one of the leading causes of failure among students worldwide. Our Mission at Worldwide Education is to remove the personal stressors leading to these low test scores.   A changed student emerges, one with transformed beliefs and predictable results. 

 Mission Statement 

‘Exam Anxiety’ is one of the leading causes of failure among otherwise good students worldwide. Our parent organization, Worldwide Education, Inc., has known this for decades and has a history of success in combating this issue with individuals in onsite campus settings. We address the underlying issues causing the worry leading to these stressors. We change maladaptive behavior coming from false beliefs into actual truths and thereby empower the student to succeed. 

We turn your failure into Success! 

 

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Concept and Measurement 

To use the concept of test anxiety empirically, an index of the variable is needed. 

The following are available indices: 

    1. Test Anxiety Questionnaire (Sandler & S. Sarason, 1952)  
    2. Test Anxiety Scale (TAS)  (Sarason, 1958)   
    3. A Personality Scale of Manifest Anxiety. (Janet A. Taylor.48(2) J. Abnormal and Social Psych. 285-290. 1953) 
    4. The Adult Manifest Anxiety Scale or AMAS 2003

Introduction: The Taylor Manifest Anxiety Scale was first developed in 1953 to identify individuals who would be good subjects for studies of stress and other related psychological phenomenon. Since then it has been used as a measure of anxiety as a general personality trait. Anxiety is a complex psychological construct that includes a multiple of different facets related to extensive worrying that may impair normal functioning. The test has been widely studied and used in research, however, there are some concerns that it does not measure a single trait but instead measures a basket of loosely related ones and so the score is not that meaningful. 

The Taylor Manifest Anxiety Scale (TMAS) is a test of anxiety as a personality trait. Janet A. Taylor. A Personality Scale of Manifest Anxiety. 48(2) J. Abnormal and Social Psych. 285-290. 

The Adult Manifest Anxiety Scale, (AMAS) has a broad range of applications, but also a number of limitations. The AMAS can be used in clinical settings, career-counseling centers on campuses, hospices, nursing homes, and to monitor the progress and effectiveness of psychotherapy and drug treatment. Effective psychotherapy is indicated by a decrease in AMAS.  

Almost all college students will experience some type of stress in their academic career. Examples of their stress range from text anxiety to worry of the future after graduation. The AMAS-C items can provide psychologists with a statistical reference point to judge the student’s level of anxiety compared to other college students. A limitation of the AMAS-C is that it does not lend insight into the factors that are influencing the student’s anxiety, such as lack of studying and social factors.[13] A more formal and extensive level of testing is necessary to resolve this limitation. 

Patricia A. Lowe, School Psychology Program, Department of Psychology and Research in Education, University of Kansas, 634 JRP Hall, 1122 W. Campus Rd, Lawrence, KS 66045, USA. Email: tlowe@ku.edu 

Abstract 

Two studies examined the psychometric properties of the Adult Manifest Anxiety Scale–College Version (AMAS-C) scores among U.S. college students. In one study, 1,300 college students were administered the AMAS-C. Confirmatory factor analyses (CFAs) indicated that the five-factor model (four anxiety factors and one lie factor) with a higher order factor provided the best fit to the data. In Study 2, 177 college students were administered the AMAS-C and external measures and correlational analyses indicated support for the convergent and discriminant validity of the AMAS-C scores. Implications of the findings of the studies for mental health professionals who work with college students are discussed. 

The Adult Manifest Anxiety Scale-College Version (AMAS-C) is a new measure of chronic, manifest anxiety. In the present study, the test score stability and construct validity of the AMAS-C scores were examined in a sample of 208 college undergraduate students. Results of the study found that the AMAS-C scores had adequate to excellent test score stability over a 2-to 3-week period. Evidence supported the construct validity of the AMAS-C scores as various aspects of anxiety. Implications of the findings of the study are discussed. 

http://connection.ebscohost.com/c/articles/24474077/examination-psychometric-properties-adult-manifest-anxiety-scale-college-version-amas-c-scores-among-students-collegiate-settings  

The adult manifest anxiety scale-the adult manifest anxiety scale-College Version is a 49 self-report measure used to access chronic, manifest anxiety in the college student population. The AMAS-C consists of four anxiety subscales (Worry/Oversensitivity Physiological  Anxiety, Social Concerns/Stress and Test Anxiety) and a Lie scale. The Lie scale is a measure of social desirability. In addition to the four anxiety subscales and Lie scale, the AMAS-C has a Total Anxiety scale. The Total Anxiety scale provides a global measure of chronic, manifest anxiety. (Lowe, Papanastasiou, DeRuyck & Reynolds, 2005) 

 References Link: 

https://books.google.com/books?id=igHlYjrUG7gC&pg=PA140&lpg=PA140&dq=amas-c+test&source=bl&ots=hugblDMFnR&sig=qQk4Yx3uXz9pmthFp9mmbi9H1Xo&hl=en&sa=X&ved=0ahUKEwiu8dayxsnPAhWFQCYKHQ_vDms4ChDoAQggMAE#v=onepage&q&f=false  

By Irvin G. Sarason
Link: http://www.psych.uw.edu/research/sarason/files/TestAnxietyScale.pdf

See American Test Anxieties Association: www.amtaa.org for further information on test anxieties. 

Almost all college students will experience some type of stress in their academic career. Examples of their stress range from text anxiety to worry of the future after graduation. The AMAS-C items can provide psychologists with a statistical reference point to judge the student’s level of anxiety compared to other college students. A limitation of the AMAS-C is that it does not lend insight into the factors that are influencing the student’s anxiety, such as lack of studying and social factors.[13] A more formal and extensive level of testing is necessary to resolve this limitation. 

Patricia A. Lowe, School Psychology Program, Department of Psychology and Research in Education, University of Kansas, 634 JRP Hall, 1122 W. Campus Rd, Lawrence, KS 66045, USA. Email: tlowe@ku.edu 

http://connection.ebscohost.com/c/articles/24474077/examination-psychometric-properties-adult-manifest-anxiety-scale-college-version-amas-c-scores-among-students-collegiate-settings  

 https://books.google.com/books?id=igHlYjrUG7gC&pg=PA140&lpg=PA140&dq=amas-c+test&source=bl&ots=hugblDMFnR&sig=qQk4Yx3uXz9pmthFp9mmbi9H1Xo&hl=en&sa=X&ved=0ahUKEwiu8dayxsnPAhWFQCYKHQ_vDms4ChDoAQggMAE#v=onepage&q&f=false  

www.amtaa.org/scaleWestside.html  

 See:  www.amtaa.org/res/sv.html  for scale validation research