ABSTRACT Across different countries, age ranges, and assessment regimes, a high level of test anxiety has been identified as posing a risk to student academic achievement and wellbeing. The present study provides a rigorous systematic review of the international evidence on test anxiety interventions in the period 2011–2018. The present review identifies eleven studies as meeting the inclusion criteria, showing a wide range of school-based test anxiety interventions, from different countries, with varying degrees of psychological underpinnings, duration and outcomes. The general pattern of findings suggests that there continues to be the lack of collaboration with the school site to promote test anxiety interventions at school level in ways that are purposeful, practical, stigma-free and with the view of upskilling staff. The review provides valuable evidence for parents and professionals such as school psychologists and counsellors to intervene to reduce the effects of test anxiety and optimise the experience of educational assessment. Future research should explore innovative ways to continue to promote effective test anxiety interventions in collaboration with school and stakeholders.

中文翻译：

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2011-2018 年考试焦虑干预的国际系统文献综述

摘要 在不同的国家、年龄范围和评估制度中，高度的考试焦虑已被确定为对学生的学业成绩和幸福感构成风险。本研究对 2011-2018 年期间考试焦虑干预的国际证据进行了严格的系统审查。本综述确定了 11 项研究符合纳入标准，显示了来自不同国家的广泛的基于学校的考试焦虑干预措施，具有不同程度的心理基础、持续时间和结果。调查结果的一般模式表明，仍然缺乏与学校网站的合作，以有目的、实用、无污名化的方式在学校层面促进考试焦虑干预，并提高工作人员的技能。该评价为家长和学校心理学家和辅导员等专业人士进行干预以减少考试焦虑的影响和优化教育评估体验提供了宝贵的证据。未来的研究应探索创新方法，与学校和利益相关者合作，继续促进有效的考试焦虑干预。