{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2010"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2010","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Teachers' Ability to Identify Anxiety in the Classroom and Generate Related Interventions","abstract":"The negative impact of test anxiety has been well documented in the literature with empirical studies demonstrating the existence of a negative relationship between test anxiety and academic performance (Schwarzer, 1990; Seipp, 1991). In 1967, test anxiety was determined to be a problem for 10% of school aged children (Klondas). A decade later, studies suggested this rate was closer to 25 or 30% (Nottelmann & Hill, 1977). In a study of a Pittsburgh area school district, Beidel (1991) found clinically significant Test Anxiety Scale for Children (TASC) scores in 34% of students in a suburban school district that is predominantly white and has a middle to upper socioeconomic status, and 36% of students in an urban district comprised of mixed racial and socioeconomic groups. This data suggests that the prevalence of test anxiety has increased over time. Teachers are in a unique position to assist students in managing their anxiety through research based intervention and behavioral techniques. The results of this research will determine how much information is beneficial to the teacher in order for them to provide the best services for students who present with test anxiety. The role of the school psychologist will also be examined.","abstract_html":"The negative impact of test anxiety has been well documented in the literature with empirical studies demonstrating the existence of a negative relationship between test anxiety and academic performance (Schwarzer, 1990; Seipp, 1991). In 1967, test anxiety was determined to be a problem for 10% of school aged children (Klondas). A decade later, studies suggested this rate was closer to 25 or 30% (Nottelmann & Hill, 1977). In a study of a Pittsburgh area school district, Beidel (1991) found clinically significant Test Anxiety Scale for Children (TASC) scores in 34% of students in a suburban school district that is predominantly white and has a middle to upper socioeconomic status, and 36% of students in an urban district comprised of mixed racial and socioeconomic groups. This data suggests that the prevalence of test anxiety has increased over time. Teachers are in a unique position to assist students in managing their anxiety through research based intervention and behavioral techniques. The results of this research will determine how much information is beneficial to the teacher in order for them to provide the best services for students who present with test anxiety. The role of the school psychologist will also be examined.","abstract_has_math":false,"creators":["Oliverio, Susan Jane"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Ara Schmitt","Kara McGoey","Scott Graves Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:15Z","subjects":["Accommodations","Anxiety","Intervention","Mental health referral","School psychologist","Test anxiety"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/994","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ara Schmitt","Kara McGoey","Scott Graves Jr."]},{"key":"dc:creator","label":"Author","values":["Oliverio, Susan Jane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accommodations","Anxiety","Intervention","Mental health referral","School psychologist","Test anxiety"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/994"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The negative impact of test anxiety has been well documented in the literature with empirical studies demonstrating the existence of a negative relationship between test anxiety and academic performance (Schwarzer, 1990; Seipp, 1991). In 1967, test anxiety was determined to be a problem for 10% of school aged children (Klondas). A decade later, studies suggested this rate was closer to 25 or 30% (Nottelmann & Hill, 1977). In a study of a Pittsburgh area school district, Beidel (1991) found clinically significant Test Anxiety Scale for Children (TASC) scores in 34% of students in a suburban school district that is predominantly white and has a middle to upper socioeconomic status, and 36% of students in an urban district comprised of mixed racial and socioeconomic groups. This data suggests that the prevalence of test anxiety has increased over time. Teachers are in a unique position to assist students in managing their anxiety through research based intervention and behavioral techniques. The results of this research will determine how much information is beneficial to the teacher in order for them to provide the best services for students who present with test anxiety. The role of the school psychologist will also be examined."]},{"key":"dc:title","label":"Title","values":["Teachers' Ability to Identify Anxiety in the Classroom and Generate Related Interventions"]}]}],"canonical_facts":{"dc:contributor":["Ara Schmitt","Kara McGoey","Scott Graves Jr."],"dc:creator":["Oliverio, Susan Jane"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The negative impact of test anxiety has been well documented in the literature with empirical studies demonstrating the existence of a negative relationship between test anxiety and academic performance (Schwarzer, 1990; Seipp, 1991). In 1967, test anxiety was determined to be a problem for 10% of school aged children (Klondas). A decade later, studies suggested this rate was closer to 25 or 30% (Nottelmann & Hill, 1977). In a study of a Pittsburgh area school district, Beidel (1991) found clinically significant Test Anxiety Scale for Children (TASC) scores in 34% of students in a suburban school district that is predominantly white and has a middle to upper socioeconomic status, and 36% of students in an urban district comprised of mixed racial and socioeconomic groups. This data suggests that the prevalence of test anxiety has increased over time. Teachers are in a unique position to assist students in managing their anxiety through research based intervention and behavioral techniques. The results of this research will determine how much information is beneficial to the teacher in order for them to provide the best services for students who present with test anxiety. The role of the school psychologist will also be examined."],"dc:identifier":["https://dsc.duq.edu/etd/994"],"dc:language":["English"],"dc:subject":["Accommodations","Anxiety","Intervention","Mental health referral","School psychologist","Test anxiety"],"dc:title":["Teachers' Ability to Identify Anxiety in the Classroom and Generate Related Interventions"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:10:15Z"}