Managing Test Anxiety

OT Dude Academy’s Free NBCOT® Exam Prep Course Studying Mindset, Habits, and Routines Managing Test Anxiety
  • Test-anxiety has an inverse relationship on test performance.1 2 
    ➜ Lower your test anxiety by preparing and simulating the test environment.
  • Cognitive concerns bout test taking and performance could lead to disruption of cognitive and attentional processes, especially on tasks involving higher level thinking.3 4 
    ➜ Manage your cognitive concerns during the actual test to maintain optimal attention, concentration, and therefore performance.
  • Test-anxious students tend to spend less effort and time on difficult questions and earn lower test scores.5 6 7 
    ➜ Be willing to spend some time on perceived difficult questions to maximize your score.
  • Address the mind/body/spirit connection before and during the exam: nutrition, sleep, exercise.8 9 
  • Use guided imagery, meditation, visualization of the final goal, and daily stress management techniques throughout the process.10 
  • Cognitive and metacognitive strategies can have a positive effect on test anxiety.11 

Jeff’s Tips

  • Use positive reinforcement, e.g., food to maintain a positive attitude during exam preparation. This can help replenish the blood sugar levels that your brain needs too.
  • Bring these same beverages and snacks to your actual NBCOT® exam.
  • Set a specific time, schedule, and place for studying.
  • Your practice exams should mimic the time, time constraint, and physical setting of your actual scheduled NBCOT® exam.
  • Let your family and friends know that you will be missing-in-action for a month or two.
  • Sign out of or uninstall social media if it is a potential distraction or stressor.
  • Consider going out or treating yourself to completing major milestones in your exam preparation, including the NBCOT® exam itself too.
  • Use CBT and think good thoughts.
  • Don’t let other people’s success (passing) or failures (not passing) influence your perspective of the exam. You are your own person.
  • Don’t panic if you encounter an unfamiliar condition – be resourceful and select the most logical answer.
  • Visualize success.
  • Focus on one thing at a time and try not to get overwhelmed.
  • Praise yourself for every little achievement.
  • Have a good support system that will not distract you (partner, friend, peer, virtual life coach).
  • Avoid or minimize studying with peers who may make you more anxious or stressed.
  • Stick with your study plan and do not go on “independent research projects” for certain topics that may take up too much of your time.
  • Maintain a positive attitude, even if you do not do well on practice exams or improve your scores.
  • On the day before the exam, consider scheduling a day-off to give yourself a mental, spiritual, and physical break.
  • Try not to nap the day before so that you will be able to sleep the night before the exam.
  • Eat a healthy, but light meal before the test.
  • Schedule enough time to arrive at the testing center (early is okay).
  • B-R-E-A-T-H-E!
  1. Bembenutty, H. (2008). Self-regulation of learning and test anxiety. Psychology Journal, 5, 122–139.[↩]
  2. Chapell, M. S., Blanding, Z. B., Takahashi, M., Silverstein, M. E., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268–274.[↩]
  3. Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3–8.[↩]
  4. Tobias, S. (1992). The impact of test anxiety on cognition in school learning. In K. Hagtvet (Ed.), Advances in test anxiety research (Vol. 7, pp. 18–31). Lisse, The Netherlands: Swets & Zeitlinger.[↩]
  5. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.[↩]
  6. Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18, 321–336.[↩]
  7. Hong, E. (1999). Test anxiety, perceived test difficulty, and test performance: Temporal patterns of their effects. Learning & Individual Differences, 11, 431–447.[↩]
  8. Ireland M. Assisting students to use evidence as a part of reflection on practice. Nurs Educ Perspect. 2008;29:90-93.[↩]
  9. Edelman MA. A measure of success: nursing students and test anxiety. J Nurses Staff Dev. 2005;2:55-59.[↩]
  10. McDowell B. KATTS: a framework for maximizing NCLEX-RN performance. J Nurs Educ. 2008;7:183-188.[↩]
  11. Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educational Psychology, 26, 615–624.[↩]
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