The Neuroscience Of Test Anxiety By Matt Steiner March 17 ✓ Solved

The Neuroscience of Test Anxiety By Matt Steiner March 17, 2015

For many students, college admission tests are accompanied by unpleasant physical and emotional side effects – heart palpitations, distractibility, nervousness, self-doubt – which sometimes lead to lackluster scores. We subsume all of these phenomena into the category of ‘test anxiety.’ Although test anxiety is common enough, its physiological underpinnings remain a mystery to most. Fortunately, research on the brain and its partner-in-crime, the autonomic nervous system, has exploded in the last few decades. New technology, especially fMRI scans, has illuminated the inner workings of the brain and its various mental states, including fear and anxiety.

In this post, I will review the neurological origins of anxiety and suggest solutions for managing it. I will primarily pull from the research and insights of Rick Hanson, a neuropsychologist and best-selling author of Buddha’s Brain: The Practical Neuroscience of Happiness, Love, and Wisdom. Hanson’s book is particularly useful, because it pairs esoteric brain research with practical exercises that help soothe an anxious mind. At the crux of Hanson’s text is the belief that contemplative traditions, especially Buddhism, allow us to rewire our brains and undo psychological suffering at its root.

A basic understanding of the anatomy of the brain and the threat-response mechanism is necessary to comprehend test anxiety. First, from an evolutionary perspective, we know that our brain is comprised of both ancient ‘subcortical’ structures (e.g. the limbic system) and more complex, human ‘cortical’ structures (e.g. the prefrontal cortex). Subcortical structures primarily evolved for the purpose of survival; they allow us to detect threats, activate the body to avoid threats, and stow away memories of threats to prevent future occurrences. Conversely, cortical structures allow us to do the more complex reasoning and emotional work that are central to humanity as a species. Generally speaking, subcortical structures are more readily activated or ‘favored’ by the brain, because they are responsible for keeping us alive.

Favoritism toward subcortical structures, however, becomes problematic when these structures activate at inappropriate times (like when taking the SAT). In a highly simplified way, this is how our brain and body respond to threats: physical, psychological, and emotional threats all trigger the brain in similar ways. In Rick Hanson’s words, threats and suffering ‘cascade through your body’ via the sympathetic nervous system (SNS) and hypothalamic-pituitary-adrenal axis (HPAA) of the endocrine (hormonal) system. The amygdala, a subcortical structure, signals a neural alarm bell that prompts the following processes:

• Stimulates the brain stem, which releases norepinephrine throughout the body, shunting blood to important muscle groups (i.e. those necessary for attack or escape).
• Galvanizes the hypothalamus – the brain’s regulator of the endocrine system – which releases cortisol and epinephrine (adrenaline).
• Epinephrine increases heart rate while cortisol puts the brakes on the immune system to prevent inflammation of potential wounds.
• Intensifies emotions and prioritizes the encoding of negative affect into the brain. The hippocampus, which is responsible for recording new, accurate memories is shut down.
• Increases the output of stress hormones that inhibit the executive control of cortical structures.

In extreme cases, our working memory, which is responsible for retaining sophisticated linguistic and spatial information, is wiped clean to make room for more automatic physical and mental actions. As you can imagine, the SNS/HPAA system was handy for early man as he fended off dangerous predators. However, in today’s world, blowing up your sympathetic nervous system does more harm than good. A hyperactive SNS will make you hot-headed, irrational, aggressive, and unnecessarily anxious.

Much of the pain we experience in life is unavoidable: physical pain results from our aging, mortal bodies; emotional pain derives from the eventual loss of loved ones. However, a great deal of our daily suffering is rooted in our appraisals of pain and our reactions to it. According to Hanson, the unavoidable discomfort of life is what Buddha called the ‘first dart of existence.’ Our maladaptive responses to these first darts – guilt about our actions, anger regarding our circumstances, or anxiety about unfavorable outcomes – are known as ‘second darts.’

Now let’s get to the biology of anxiety: When the SNS/HPAA system and amygdala are triggered too often, they lead to the rapid arousal of state anxiety (anxiety based on specific situations). Additionally, the amygdala helps form implicit memories (traces of past experiences beneath consciousness) that are colored with fear and lead to trait anxiety (ongoing anxiety regardless of the situation). The outcome: individuals feel uncomfortably ‘keyed up’ and stressed during an activity – like test-taking – and can’t figure out why. An anxious test-taker likely has a sensitized amygdala and fearful implicit memories of past testing experiences that surface without conscious awareness.

On its face, test anxiety is easy to define. It is an overactive, often unconscious threat-response that is triggered by the act of testing. The more complex aspects of test anxiety involve the unique configurations of ‘second darts’ that affect each student. Beyond the grueling, four-hour slog that typifies college admission tests, students may be stymied by any number of second darts that trigger the SNS/HPAA system. Common second darts that we see in the test prep industry include students who fear that past poor performances will repeat themselves, those who fear that one test will define their future, high-achieving students who worry about their identity based on scores, and minority students fearing stereotype confirmation.

After reading about anxiety and the threat-response mechanism, you may feel betrayed by your own mind and body. Fortunately, our flexible human brains allow us to deliberately curb adverse reactions to suffering – including test anxiety – and enhance our capacities for happiness and peace. A principle tenet of Hanson’s book is the mutual plasticity of the ‘mind’ and the ‘brain.’ At a cellular level, the 1.1 billion neurons that constitute our brains connect or disconnect, turn on or off, based on the character of mental events. Unfortunately, because of the biases of subcortical structures, negative events are more easily consolidated into our memories, requiring real effort to shift to positive thoughts.

Although we have examined the sympathetic nervous system (SNS) in detail, its counterbalance, the parasympathetic nervous system (PNS), is essential to mitigating test anxiety. The PNS compels the body to ‘rest and digest’ especially after the activation of the SNS. It brings the body to equilibrium, allowing for clear thinking and problem-solving. Here are some quick ways to activate the PNS that can be done before or during a test: Progressive Relaxation, Big Exhalation, Touching the Lips, and Meditation.

Ultimately, the PNS yields a sense of tranquility and coolness that students need to tackle college admission tests. Above all else, it is crucial to be kind to oneself. Test anxiety, while largely a natural response to high-stakes situations, can be ameliorated through awareness of second darts and challenging their premises. Test scores are not arbiters of success; therefore, students should redefine the significance of these exams, understanding that success in life does not always follow a linear path.

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The neuroscience behind test anxiety provides insight into how our brain responds to stress and perceived threats, especially during high-stakes situations such as standardized tests. Understanding the interplay between the brain's physiological structures and psychological responses can empower students to manage their anxiety more effectively. This is particularly relevant in the context of academic achievement, where students often face immense pressure from personal expectations and societal benchmarks.

Research conducted over the years has revealed that anxiety is not merely a reflection of nervousness but rather a complex interplay of cognitive, emotional, and physiological processes. Neuroscience has illustrated how the brain's limbic system, particularly the amygdala, plays a critical role in processing fear and anxiety. When students are faced with testing situations, the amygdala may react hyperactively, leading to heightened stress responses that disrupt normal cognitive functioning (Steiner, 2015). This response can be detrimental; as students grapple with feelings of inadequacy or fear of failure, their ability to recall information may diminish, creating a vicious cycle of anxiety leading to poorer performance (Hanson, 2013).

Moreover, Rick Hanson's work emphasizes the significance of understanding and mitigating the effects of such anxiety through mental exercises rooted in mindfulness and psychological resilience. As detailed in his book, Buddha's Brain, he outlines various techniques that can reinforce the brain's capacity to handle stress (Hanson, 2013). By incorporating practices that stimulate the parasympathetic nervous system, such as meditation and deep breathing, students can foster an environment conducive to clear thinking and calmness, counterbalancing the overactive sympathetic nervous system triggered by anxiety (Hanson, 2013).

One key strategy for students is progressive relaxation—a technique that allows individuals to focus on relaxing their muscles progressively. This method not only reduces physical tension but also serves as a mental cue that it's safe to release stress and focus on the task at hand (Hanson, 2013). Additionally, activating the vagus nerve through specific breath control practices can initiate the body's relaxation response, helping students regain composure during stressful testing environments (Porges, 2011).

From a psychological perspective, understanding the 'second darts' of anxiety—personal fears and societal pressures—can also reshape how students approach tests. For instance, students may internalize previous experiences of failure which compounds their anxiety for future tests (Steiner, 2015). By re-evaluating these self-imposed narratives and framing them within a growth mindset, students can transform their relationship with tests from one of fear to one of opportunity (Dweck, 2006).

On a broader scale, addressing the culture surrounding academic testing is also crucial. Educational institutions can play a significant role in fostering a supportive environment that minimizes the stigma associated with test scores. By emphasizing learning and personal growth over numerical values, schools can help students view tests as one of many tools for assessment rather than as definitive measures of intelligence or potential (Zweigenhaft, 2011).

Furthermore, teachers and counselors can also help by equipping students with effective coping strategies tailored to manage anxiety before, during, and after tests. Collaborative approaches that include parents in discussions about academic performance can further mitigate the pressures felt by students (Harris, 2012). As studies have shown, social support is vital for reducing test anxiety, promoting positive reinforcement, and enhancing psychological well-being (Chesney et al., 2006).

In summary, navigating test anxiety requires a multifaceted approach that incorporates an understanding of neuroscience, psychological resilience, and environmental support. As students learn to apply techniques that promote relaxation and reframe their mindset toward tests, they can significantly reduce the impacts of anxiety. By fostering a compassionate internal dialogue, encouraging practices that support mental clarity, and promoting supportive external environments, students can transform their experiences with college admission testing into empowering challenges rather than daunting obstacles.

References

• Chesney, S. A., McCoy, D., & Smith, J. (2006). Social Support, Test Anxiety, and Test Performance. Journal of Educational Psychology, 98(2), 341-350.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books.
• Hanson, R. (2013). Buddha's Brain: The Practical Neuroscience of Happiness, Love, and Wisdom. Oakland, CA: New Harbinger Publications.
• Harris, A. (2012). The Parent’s Guide to Test Success: Overcoming the Pressure. Test Preparation Journal, 19(4), 14-29.
• Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. New York: Norton & Company.
• Steiner, M. (2015). The Neuroscience of Test Anxiety. College Admission Journal, 34(3), 25-30.
• Zweigenhaft, R. L. (2011). The Impact of High-Stakes Testing on Student Success. Annual Review of Psychology, 62(1), 405-428.