Using self-identified symptoms to reveal differential test anxiety profiles and supports: a mixed-methods study

ABSTRACT Test anxiety has a ubiquitous, and perhaps growing, presence in academic settings. The purpose of this mixed method study (N = 597) was to explore the individual learners’ experiences with test anxiety by asking them to respond to an open prompt to explain how test anxiety impacts their academic lives. The results of open qualitative coding revealed 14 unique categories nested within five broad themes of reported manifestation or impact. Classification analyses revealed five discernable groups of respondents based on those codes, which were subsequently examined for group differences on established constructs related to test anxiety (personality characteristics, academic self-handicapping, uncertainty intolerance). The results confirmed that open ended responses from students aligned with established theoretical models of test anxiety, and that simplified self-reporting of the test anxiety experience may provide useful guidance in practical settings to activate supports for learners. Using these broad categories of test anxious response, recommendations for potential individually-specific supports to mitigate these inductively-identified categories of test anxiety are discussed.