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Test anxiety unplugged: Evaluating a brief web-based intervention for college students.

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Title: Test anxiety unplugged: Evaluating a brief web-based intervention for college students.
Authors: Karatas, Zeynep (AUTHOR), Sensoy Briddick, Hande (AUTHOR)
Source: Journal of American College Health. Jul2026, Vol. 74 Issue 6, p1752-1761. 10p.
Subjects: T-test (Statistics), Data analysis, Undergraduates, Medical care, Educational outcomes, Statistical sampling, Universities & colleges, Mindfulness, Educational tests & measurements, Psychological adaptation, Internet, Teaching methods, Psychoeducation, Control groups, Pre-tests & post-tests, Test anxiety, Research methodology, Statistics, Student attitudes, Cognitive therapy, Acceptance & commitment therapy, Nonparametric statistics
Geographic Terms: Midwest (U.S.)
Abstract: Objective: This study evaluated the impact of a brief, self-guided web-based platform designed to reduce test anxiety among college students within a single classroom session. Participants: A convenience sample of 145 undergraduate students (76% female, 24% male; ages 18–42) enrolled in a mid-sized Midwestern U.S. university participated in this study. Methods: A one-group pretest–posttest quasi-experimental design was used. Students completed the Westside Test Anxiety Scale immediately before and after they interacted with the brief web-based platform. The platform was developed by the authors and grounded primarily in cognitive-behavioral therapy, while incorporating elements of mindfulness and acceptance-based approaches. Dependent t-tests and Wilcoxon signed-rank tests were used to determine changes in test anxiety scores for all participants, and for subgroups created by participants' gender and baseline anxiety severity. Results: A statistically significant decrease in test anxiety scores was observed from pretest to posttest. Improvements were observed across gender groups, with students exhibiting moderate or high baseline anxiety showing the greatest reductions. In contrast, students with low initial test anxiety demonstrated minimal or no change. Conclusions: These findings support the short-term potential impact of the brief web-based platform used in this study to address test anxiety, particularly among students with elevated baseline symptoms. Future research should explore long-term outcomes, user engagement, and inclusive design considerations. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Test anxiety unplugged: Evaluating a brief web-based intervention for college students.
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  Data: <searchLink fieldCode="AR" term="%22Karatas%2C+Zeynep%22">Karatas, Zeynep</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sensoy+Briddick%2C+Hande%22">Sensoy Briddick, Hande</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Jul2026, Vol. 74 Issue 6, p1752-1761. 10p.
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  Data: Objective: This study evaluated the impact of a brief, self-guided web-based platform designed to reduce test anxiety among college students within a single classroom session. Participants: A convenience sample of 145 undergraduate students (76% female, 24% male; ages 18–42) enrolled in a mid-sized Midwestern U.S. university participated in this study. Methods: A one-group pretest–posttest quasi-experimental design was used. Students completed the Westside Test Anxiety Scale immediately before and after they interacted with the brief web-based platform. The platform was developed by the authors and grounded primarily in cognitive-behavioral therapy, while incorporating elements of mindfulness and acceptance-based approaches. Dependent t-tests and Wilcoxon signed-rank tests were used to determine changes in test anxiety scores for all participants, and for subgroups created by participants' gender and baseline anxiety severity. Results: A statistically significant decrease in test anxiety scores was observed from pretest to posttest. Improvements were observed across gender groups, with students exhibiting moderate or high baseline anxiety showing the greatest reductions. In contrast, students with low initial test anxiety demonstrated minimal or no change. Conclusions: These findings support the short-term potential impact of the brief web-based platform used in this study to address test anxiety, particularly among students with elevated baseline symptoms. Future research should explore long-term outcomes, user engagement, and inclusive design considerations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195126941
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2025.2608833
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1752
    Subjects:
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Medical care
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Psychoeducation
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Test anxiety
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Cognitive therapy
        Type: general
      – SubjectFull: Acceptance & commitment therapy
        Type: general
      – SubjectFull: Nonparametric statistics
        Type: general
      – SubjectFull: Midwest (U.S.)
        Type: general
    Titles:
      – TitleFull: Test anxiety unplugged: Evaluating a brief web-based intervention for college students.
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            NameFull: Karatas, Zeynep
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            NameFull: Sensoy Briddick, Hande
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              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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