developing cognitive and behavioral skills on their own at some time in their academic career (Rachal et al., 2007). These skills include the metacognitive skills of orientation, planning, “task monitoring, checking, and recapitulation” that were considered prerequisites to effective learning (Veenman et al., 2000). Many students have been found to be deficient in these areas of cognition, which can be attributed to two factors. In the first case, they lacked the self-knowledge of their own learning strategies. In other words, these students did not figure out how best they learn as individuals. Consequently, those students who had poor study skills often experienced failure and as a result developed test anxieties (Veenman et al., 2000). According to Doron, Stephan, Boiche, and Le Scanff (2009), individuals who viewed ability as stable or constant often displayed behavioral disengagement. These students considered ability to be predetermined and fixed, and thus felt they had no control over their performance on exams. These beliefs were reinforced by students experiencing repeated failures in the past. Not surprisingly, the study found those individuals with a belief in ability to change (improve) accurately predicted the use of positive strategies for learning to adapt to examination demands. Student’s Worry Despite their efforts, some students with good study skills suffer from math test anxiety. These are students who performed well when given an informal assessment the day before a test, but froze up when the test was placed in front of them. According to Rodger, Murray, and Cummings (2007), for high-anxious people leaves them susceptible to tension and “Proneness nervous reaction in a wide range of evaluative situations, including a test or exam” (p. 92). Individuals who had task irrelevant negative self-thoughts experienced a component of anxiety referred to as (Chinn, 2009; Doron et al., 2009; Miejer, 2001; Putwain, 2007; Putwain & “worry” Symes, 2011; Veenman et al., 2000). Not only were these thoughts distracting, they worsened the
developing cognitive and behavioral skills on their own at some time in their academic career (Rachal et al., 2007). These skills include the metacognitive skills of “task orientation, planning, monitoring, checking, and recapitulation” that were considered prerequisites to effective learning (Veenman et al., 2000). Many students have been found to be deficient in these areas of cognition, which can be attributed to two factors. In the first case, they lacked the self-knowledge of their own learning strategies. In other words, these students did not figure out how best they learn as individuals. Consequently, those students who had poor study skills often experienced failure and as a result developed test anxieties (Veenman et al., 2000). According to Doron, Stephan, Boiche, and Le Scanff (2009), individuals who viewed ability as stable or constant often displayed behavioral disengagement. These students considered ability to be predetermined and fixed, and thus felt they had no control over their performance on exams. These beliefs were reinforced by students experiencing repeated failures in the past. Not surprisingly, the study found those individuals with a belief in ability to change (improve) accurately predicted the use of positive strategies for learning to adapt to examination demands. Student’s Worry Despite their efforts, some students with good study skills suffer from math test anxiety. These are students who performed well when given an informal assessment the day before a test, but froze up when the test was placed in front of them. According to Rodger, Murray, and Cummings (2007), “Proneness for high-anxious people leaves them susceptible to tension and nervous reaction in a wide range of evaluative situations, including a test or exam” (p. 92). Individuals who had task irrelevant negative self-thoughts experienced a component of anxiety referred to as “worry” (Chinn, 2009; Doron et al., 2009; Miejer, 2001; Putwain, 2007; Putwain & Symes, 2011; Veenman et al., 2000). Not only were these thoughts distracting, they worsened the
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