Stress and coping responses to proficiency testing in school-age children.

Full Abstract

Nurses encounter school-age children experiencing multiple stressors and stress symptoms. Performance on proficiency tests is viewed as stressor. The purpose of this repeated measures study was to assess 53 fourth grade children's appraisal of proficiency tests, concurrent stressors, stress symptoms, and coping strategies. During October, February, March, and April, children completed a ranking of their stress associated with proficiency testing and also reported their stressors, stress symptoms, and coping strategies. Results indicated that children appraised proficiency tests as most stressful at the beginning of the school year but less stressful at the time of the test. Stressors and stress symptoms increased from baseline to 1 month before testing then declined. The number of coping strategies used by the children decreased throughout the year. Nurses can work with parents and teachers to identify children with test anxiety and target these children for interventions to improve their coping strategies.

Author information

Author/s: Skybo, Theresa (T); Buck, Jacalyn (J);

Affiliation: The College of Nursing, The Ohio State University, Columbus, OH, USA.

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Pediatric nursing (Pediatr Nurs), published in United States. (Language: eng)

Reference: -2007 Sep-Oct; vol 33 (issue 5) : pp 410, 413-8

Dates: Created 2007/11/28; Completed 2008/01/18;

PMID: 18041329, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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