Intrusions in test anxiety

Test anxiety constitutes a widespread phenomenon among students and is associated with a reduced academic performance and a stressful life. Intrusive experiences represent a significant symptom and lead to additional psychological strain (Pekrun and Gotz 2006). A deeper understanding of intrusions has contributed to the development of effective therapeutic approaches within the context of anxiety disorders. The current study investigates the prevalence and content of intrusions as well as subsequent coping strategies in the context of test anxiety in 202 German-speaking students. An online survey, which covered the manifestation of test anxiety and aspects of the intrusive experiencing, was completed by the participants. Based on their statements, category systems were constructed using qualitative content analysis according to Mayring (2015) and a frequency analysis was carried out. Results indicate that approximately a third of all students suffer from intrusions, of which up to nine different intrusions are reported. Preeminently, physiological as well as visual intrusions occur. Content-related, negative cognitions are particularly reported. The engaged coping strategies are largely to be assessed as functional and encompass aspects such as social interactions or physical activation. The content of intrusions, cognitions, emotions, and coping strategies can be identified and used in treatment.

Automated summary

Test anxiety is common among students and is associated with reduced academic performance and stress. Intrusive experiences, particularly physiological and visual intrusions, along with negative cognitions, contribute to additional psychological strain. Engaged coping strategies are largely functional, involving social interactions and physical activation.