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ARTICLE #3: Test Anxiety: Prevalence, Effects, and Interventions for Elementary School Students

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ARTICLE #3: Test Anxiety: Prevalence, Effects, and Interventions for Elementary School Students

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SUMMARY: The author discusses a common stressor for many students, high stakes testing. She defines text anxiety, identifies the effects of and the consequences of ignoring it. Finally, she puts forth ideas for reducing and even eliminating this stressor for school age children in order to lesson or prevent long term effects of this anxiety.

Study participants: School age children

Intervention implemented: Intervention programs to lesson test anxiety

How did the study measure if it worked or not? Through questioning, interviews, and data analysis

CITATION:

Talbot, L. (2016). Test anxiety: Prevalence, effects, and interventions for elementary school students. James Madison Undergraduate Research Journal, 3(1), 42-51. Retrieved from http://commons.lib.jmu.edu/jmurj/vol3/ iss1/5/.

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ARTICLE #2: Test anxiety: Is it associated with performance in high-stakes examinations?

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ARTICLE #2: Test anxiety: Is it associated with performance in high-stakes examinations?

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SUMMARY: This study discusses text anxiety and its correlation to academic achievement and high stakes testing. Despite the fact that many studies and literature support the correlation, this author believes that there is no clear relationship between the two.

Study participants: 15 year-old students

Intervention implemented: Standardized test

How did the study measure if it worked or not? Data from questionnaires, survey, and test scores were measured to determine if the author's hypothesis was correct.

CITATION:

Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 321–341. https://doi.org/10.1080/03054985.2022.2079616

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ARTICLE #1: Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective

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ARTICLE #1: Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective

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SUMMARY: Researchers discuss the incidence of text anxiety, specifically in standardized reading comprehension assessments, in school-age children. Specifically, they studied how genetic and environmental factors contribute to the relationship between test anxiety and reading comprehension. They discovered that intrusive thoughts, autonomic reactions, and off-task behaviors due to test anxiety were the biggest culprits of low test scores, rather than a lack of knowledge on the subject.

Study participants: 426 sets of twins from the Florida Twin Project on Reading

Intervention implemented: Standardized reading tests

How did the study measure if it worked or not? Researchers analyzed data including test scores and questionnaires given to study participants.

CITATION:

Wood, S. G., Hart, S. A., Little, C. W., & Phillips, B. M. (2016). Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill-Palmer quarterly (Wayne State University. Press), 62(3), 233–251. https://doi.org/10.13110/merrpalmquar1982.62.3.0233

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Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective

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Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other non-target aspects such as test anxiety. Using a genetically sensitive design, we sought…

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ARTICLE #3: White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling 

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ARTICLE #3: White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling 

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SUMMARY: The author addresses the imbalance of white school counselors and the minority groups they serve. She further discusses the need of white counselors to be self-aware and to recognize the need for greater advocacy for students of color in order to develop a positive connection with these students.

Study participants: White school counselors

Intervention implemented: The ASCA National Model

How did the study measure if it worked or not? White school counselors will explore their own racial identity in order to be more conscious of the role that race plays

CITATION:

Moss, L. J., & Singh, A. A. (n.d.). White school counselors becoming racial justice allies to students of color: A call to the field of school counseling. Journal of School Counseling., 13(5), 2-29. http://www.jsc.montana.edu/articles/v13n5.pdf

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ARTICLE #2: Supporting Marginalized Students in Counselor Education and Supervision Programs

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ARTICLE #2: Supporting Marginalized Students in Counselor Education and Supervision Programs

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SUMMARY: This article discusses the importance of advocacy for marginalized students in school counseling. Since many children and adolescents from these groups face counseling stereotypes, few seek these services at school. The researchers contend that it is imperative that school counseling professionals use existing programs, such as mentorships, to further social justice for these students.

Study participants: Students from diverse and underrepresented backgrounds

Intervention implemented: Use of one of the existing programs to match marginalized students with a mentor

How did the study measure if it worked or not? Students sought post-graduate degrees

CITATION:

Spellman, K., Dillenbeck, J., Edwards, N. N., & Bohecker, L. (2021). Supporting marginalized students in counselor education and supervision programs. Journal of Counselor Leadership and Advocacy. https://doi.org/10.1080/2326716X.2021.2007429

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ARTICLE #1: How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

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ARTICLE #1: How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

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SUMMARY: This article discusses the role of school counselors in college access for students of color and makes it clear how important the counselor/student relationship is for this particular marginalized community regarding access to college.

Study participants: US high school 12th-graders from marginalized groups

Intervention implemented: Use of national longitudinal data

How did the study measure if it worked or not? Analysis of longitudinal data from 9, 170 students

CITATION:

Bryan, J., Kim, J., & Liu, C. (2023). How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race? Professional School Counseling, 27(1a). https://doi.org/10.1177/2156759X231153392

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ARTICLE #3: Evidence For and Against Banning Mobile Phones in Schools: A Scoping Review

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ARTICLE #3: Evidence For and Against Banning Mobile Phones in Schools: A Scoping Review

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SUMMARY: This article discusses the debate surrounding the consequences of cell phone usage in schools. It highlights the issues of cyberbullying, academic outcomes, as well as mental health and well-being.

Participants in study: Australian school-age children

Intervention implemented: Review of pros and cons of banning cell phones in schools through literature search and research questions

How did the study measure if it worked or not? Using data extracted from the studies

CITATION:

Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242-265. https://doi.org/10.1177/20556365241270394

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Evidence for and against banning mobile phones in schools: A scoping review - Marilyn Campbell, Elizabeth J Edwards, Donna Pennell, Shiralee Poed, Victoria Lister, Jenna Gillett-Swan, Adrian Kelly, Dajana Zec, Thuy-Anh Nguyen, 2024

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Public opinions are divided on the relative benefits versus harms of allowing mobile phones in schools. When debating the consequences of mobile phones in schoo…

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ARTICLE #2: Cell Phones, Student Rights, and School Safety: Finding the Right Balance

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ARTICLE #2: Cell Phones, Student Rights, and School Safety: Finding the Right Balance

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SUMMARY: This article discusses the possible negative ramifications of integrating cell phone usage into classrooms. It includes discussions of cell phones' contributions to the rise in cyberbullying, cheating, improper internet searches, and sexting as well as the difficulty of enforcing the reduction of usage due to policies regarding student rights.

Participants in study: Middle and high school students in US

Intervention implemented: Review of literature and litigation on students' use of cell phones in school

How did the study measure if it worked or not? Through a study of literature, the researchers determined that the dangers of cell phone use in school far outweigh any potential benefits.

CITATION:

Smale, W.T., Hutcheson, R., & Russo, C. J. (2020). Cell phones, student rights, and school safety: Finding the right balance. Canadian Journal of Educational Administration and Policy, 195, 49–64. https://files.eric.ed.gov/fulltext/EJ1287931.pdf

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ARTICLE #1: Cell Phone Use Policies in US Middle and High Schools

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ARTICLE #1: Cell Phone Use Policies in US Middle and High Schools

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SUMMARY: Cell phone use in middle and high schools is a concern among educators, administrators, and parents. The usage of these devices is negatively associated with academic achievement and social-emotional issues within this vulnerable student population. This article discusses and studies cell phone use and policies in schools nationwide.

Participants in study: Middle and high school students in US

Intervention implemented: Data collected from a survey

How did the study measure if it worked or not? Through analysis of survey data

CITATION:

Tandon, P. S., Zhou, C., Hogan, C. M., & Christakis, D. A. (2020). Cell Phone Use Policies in US Middle and High Schools. JAMA network open, 3(5), e205183. https://doi.org/10.1001/jamanetworkopen.2020.5183

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Cell Phone Use Policies in US Middle and High Schools

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This survey study examines cell phone policies at US middle and high schools, practices of students and faculty, and principals’ attitudes about cell phone use during school.