Effect of a school-based test anxiety intervention in ethnic minority youth exposed to Hurricane Katrina

This study tested the effects of a school-based test anxiety intervention among ethnic minority youth. The study used a prospective intervention design with a sample of ( N = 94) ninth graders from New Orleans exposed to Hurricane Katrina and its aftermath. Thirty youth with elevated test anxiety co...

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Bibliographic Details
Published in:Journal of applied developmental psychology 2009-05, Vol.30 (3), p.218-226
Main Authors: Weems, Carl F., Taylor, Leslie K., Costa, Natalie M., Marks, Allison B., Romano, Dawn M., Verrett, Shannon L., Brown, Darlene M.
Format: Article
Language:English
Subjects:
Adult and adolescent clinical studies
Anxiety
Anxiety disorders. Neuroses
Behavior Modification
Biological and medical sciences
Coping
Disasters
Ethnic minorities
Grade 9
Hurricanes
Intervention
Louisiana
Medical sciences
Minority Group Children
Natural Disasters
Post traumatic stress
Post-traumatic stress disorder
Posttraumatic Stress Disorder
Prevention
Program Effectiveness
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Relaxation Training
School based
Symptoms
Symptoms (Individual Disorders)
Test Anxiety
Trauma
Young people
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Summary:This study tested the effects of a school-based test anxiety intervention among ethnic minority youth. The study used a prospective intervention design with a sample of ( N = 94) ninth graders from New Orleans exposed to Hurricane Katrina and its aftermath. Thirty youth with elevated test anxiety completed a primarily behavioral (e.g., relaxation training combined with gradual exposure to anxiety-provoking test-related stimuli) group administered, test anxiety reduction intervention. Results indicated a significant effect of the intervention on test anxiety and academic performance. Moreover, change in test anxiety predicted change in post traumatic stress symptoms (PTS) and there appeared to be no negative effects on natural PTS symptom decline. Results are discussed in terms of the potential utility of school-based test anxiety interventions in fostering school success in ethnic minority students, in post-disaster environments and in anxiety prevention efforts.
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2008.11.005