Meta-Analysis of the Effectiveness of Interventions on Test Anxiety Reduction

Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study was to perform a meta-analysis on the effectiveness of therapy methods in reducing test anxiety of students. The method of the present research was a meta-analysis. The research instrument was a checklist of meta-analysis The statistical population includes available research related to test anxiety between the years of 2009 to 2019, and their report was published. According to the marked entry and exit criteria for the initial research, 100 effect sizes of 75 research were obtained which remained 49 effects after sensitivity analysis. The results showed that behavioral (ES=-1/858), cognitive (ES=-1/860); metacognitive (ES=-1/784) and cognitive-behavioral (ES=-1/985) methods are effective in reducing test anxiety. In addition, Interventions were more effective in reducing test anxiety in girls (ES=-1/952) and collage-students (ES=-2/096). The results of this study can guide researchers and therapists in the field of test anxiety. The results of this study show that effectiveness therapy interventions are in reducing test anxiety but cognitive-behavioral intervention was found to be more effective than other interventions. In addition, Interven-tions had a significant impact on college students. These results can guide researchers and therapists in the field of anxiety test.