{"pk":28219,"title":"Does a 12 week intervention of metacognitive strategies improve self-efficacy and lessen test anxiety in high stakes testing for 10-12 year olds?","subtitle":null,"abstract":"Test anxiety affects girls more than boys (Hembree 1988) and from as young an age as 7-8. Test anxiety is a transactionalconstruct (Zeidner 1998), which affects performance of the working memory (Eysenck 1992). High Test Anxious studentsare more self-centred and more self-critical than Low Test Anxious students (Zeidner and Matthews 2005). One aspect ofBanduras self-efficacy theory (1997) is that self-belief, belief in capability can raise performance. A 12 week interventionusing metacognition of desirable difficulties in the testing effect (Bjork 1974) and interleaved spaced retrieval (Karpickeand Roediger 2011) was delivered to a small group of Year 6 girls prior to a high stakes (entrance to Senior School)examination. This pilot intervention aimed to enable 10-12 year olds to believe that as you face an important exam, newmetacognitive knowledge can be used to give self-efficacy in test taking; to believe that testing routes in the brain havebeen primed and that belief in oneself is possible because of the mastery of the metacognition of self-efficacy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6r5367p9","frozenauthors":[{"first_name":"Helen","middle_name":"","last_name":"Barsham","name_suffix":"","institution":"University of Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28219/galley/17878/download/"}]}