{"id":68265,"date":"2023-05-23T01:02:53","date_gmt":"2023-05-23T05:02:53","guid":{"rendered":"https:\/\/world.edu\/?p=68265"},"modified":"2023-05-23T01:02:53","modified_gmt":"2023-05-23T05:02:53","slug":"gcses-what-to-say-and-what-to-avoid-if-you-want-to-help-teenagers-combat-exam-anxiety","status":"publish","type":"post","link":"https:\/\/world.edu\/gcses-what-to-say-and-what-to-avoid-if-you-want-to-help-teenagers-combat-exam-anxiety\/","title":{"rendered":"GCSEs: what to say and what to avoid if you want to help teenagers combat exam anxiety"},"content":{"rendered":"

\"\"<\/p>\n

GCSE exams\u00a0are under way<\/a>\u00a0and many students will be\u00a0feeling the pressure<\/a>\u00a0to get the grades they need to pursue their education or employment goals.<\/p>\n

They may be experiencing<\/a>\u00a0exam anxiety<\/a>, which is linked to\u00a0lower performance in exams<\/a>\u00a0and\u00a0lower wellbeing<\/a>.<\/p>\n

Teachers and parents want students to perform at their best and be emotionally well. So it\u2019s useful to know there are ways to encourage students and ease anxiety during this time \u2013 and things to avoid saying.<\/p>\n

My colleagues and I have carried out research on the different things that teachers say to students about GCSE exams. We have found that the language used is important, and how students perceive communication about GCSEs has\u00a0important consequences<\/a>.<\/p>\n

What teachers say matters<\/h4>\n

Some students react badly to communication about GCSE exams when the messages are focused on the potential negative outcomes. For example, a teacher might say: \u201cIf you do not work hard, you will not get into college.\u201d When teachers emphasise the risk of failing or not getting the grades they need, some students feel threatened, and this\u00a0increases their anxiety<\/a>\u00a0and feelings of hopelessness about the exams.<\/p>\n

Students who react in this way to failure-focussed messages usually value their GCSEs but\u00a0do not feel capable<\/a>\u00a0of getting the results they need. After hearing messages like this, students may withdraw from study-related activities both\u00a0emotionally<\/a>\u00a0and\u00a0behaviourally<\/a>, meaning that, for instance, they might not try hard in class. Research has found that they ultimately receive\u00a0lower GCSE grades<\/a>.<\/p>\n

Fortunately, teachers also have the power to encourage their students with their communications about exams.\u00a0Emphasising the possible positive outcomes<\/a>\u00a0that could result from exams, such as \u201cIf you work hard, you will get the grades you need\u201d is a more beneficial route and might encourage students to be proactive in their preparation strategies.<\/p>\n

In 2023, GCSE exams run until June 21 \u2013 so students will be revising for some time yet. In light of our findings, if you are a parent trying to encourage your teenager to study, you could try pointing out the benefits of working hard, rather than the outcomes of failure.<\/p>\n

Helping students to cope<\/strong><\/h4>\n

When students suffer from exam anxiety, they\u00a0perform worse<\/a>\u00a0in exams, compared to students of the same ability. One explanation for this, supported by research, is that anxiety and thoughts of failure distract the student and place an additional\u00a0load on their working memory<\/a>\u00a0during their exam. In effect, this uses up the cognitive capacity that could otherwise be used for remembering the required information.<\/p>\n

If your teenager holds unrealistic and negative self-beliefs, such as \u201cI will fail no matter how hard I try\u201d, simply telling them that everything will be okay is not particularly helpful. Instead, you could point out that if things do go wrong, they will be able to cope and respond effectively.<\/p>\n

There are options available if they do not do as well as they hoped \u2013 for instance, they could retake their exams at a later date and gain some work experience in the meantime.<\/p>\n

You can also help your teenager to challenge their negative beliefs. You could ask them what evidence they have to support the beliefs and to think about times in the past when they succeeded rather than failed. If they continue to cite previous failures, you could point out that this may be because they have only been thinking about information that is\u00a0consistent with their beliefs<\/a>. Encourage them to replace their beliefs with more positive statements, such as: \u201cChances are I probably won\u2019t fail\u201d. This\u00a0has been shown<\/a>\u00a0to reduce exam anxiety.<\/p>\n

When people have anxiety, they try to avoid the things that make them anxious \u2013 in this case, exams. This avoidance tendency can manifest in procrastination about revising and making less effort out of a fear of failure. This further\u00a0increases exam anxiety<\/a>.<\/p>\n

One way to help could be to encourage your teenager to reflect on their revision and preparation strategy. If they believe their approach to be\u00a0ineffective<\/a>, they could be helped to try a different method. When students\u00a0feel more confident<\/a>\u00a0in their knowledge, their worries about exams reduce.<\/p>\n

Helping your teenager to learn relaxation techniques such as\u00a0breathing exercises<\/a>,\u00a0muscle relaxation<\/a>\u00a0and\u00a0guided visualisation<\/a>\u00a0could also help to reduce the physiological symptoms of anxiety directly before, and during, the exam.<\/p>\n

Research has found<\/a>\u00a0that using the above strategies is\u00a0effective in reducing exam anxiety<\/a>\u00a0in GCSE students.<\/p>\n

A further, very simple approach could be to ask students who are anxious about exams to\u00a0write down<\/a>\u00a0their thoughts and feelings about the exam just before they take it. This might help to get distracting thoughts and emotions out of their minds. Writing worries down like this has been shown to\u00a0reduce distress<\/a>, as well as\u00a0increase performance in exams<\/a>\u00a0in people who are highly anxious.<\/p>\n

Author Bio:<\/strong> Laura Nicholson is a Senior Lecturer in Psychology at Edge Hill University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

GCSE exams\u00a0are under way\u00a0and many students will be\u00a0feeling the pressure\u00a0to get the grades they need to pursue their education or employment goals. They may be experiencing\u00a0exam anxiety, which is linked to\u00a0lower performance in exams\u00a0and\u00a0lower wellbeing. Teachers and parents want students to perform at their best and be emotionally well. So it\u2019s useful to know there […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434441],"coauthors":[11733],"class_list":["post-68265","post","type-post","status-publish","format-standard","hentry","category-education","tag-exam-anxiety"],"acf":[],"yoast_head":"\nGCSEs: what to say and what to avoid if you want to help teenagers combat exam anxiety - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/gcses-what-to-say-and-what-to-avoid-if-you-want-to-help-teenagers-combat-exam-anxiety\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"GCSEs: what to say and what to avoid if you want to help teenagers combat exam anxiety - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"GCSE exams\u00a0are under way\u00a0and many students will be\u00a0feeling the pressure\u00a0to get the grades they need to pursue their education or employment goals. 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