NotesFAQContact Us
Search Tips
ERIC Number: ED538242
Record Type: Non-Journal
Publication Date: 2006
Pages: 4
Abstractor: ERIC
Reference Count: N/A
Emotional Mastery and Performance Knowledge: A Dialogue between Education and the New Sciences. The Claremont Letter. Volume 1, Issue 3
Arguelles, Lourdes; Daugherty, Alane
Claremont Graduate University (NJ1)
It is well known among scholars and practitioners that stress and anxiety responses are genuine scientifically measurable reactions to a perceived stressor. It is also common knowledge that high levels of stress and anxiety have a multitude of negative psycho-physiological effects. These effects can contribute to the development of depression and other mental disorders. They can also severely inhibit cognitive functioning and thus academic performance. A cursory review of the research literature on test anxiety defines this form of anxiety as one resulting in negative intellectual, emotional, and physical responses to the perception of being evaluated. Higher than normal levels of test anxiety are becoming commonplace in our schools and seem directly attributable to the prevailing culture of high stakes testing and standardized education, a culture that has compounded the multiple social, demographic, and pedagogical problems that have beset our schooling system for decades. This issue of "The Claremont Letter" describes how the Claremont Graduate University addresses the challenges that face adolescent students in its schools.
Claremont Graduate University. School of Educational Studies, 150 East Tenth Street, Claremont, CA 91711. Tel: 909-621-8000; Fax: 909-621-8734; Web site:
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Claremont Graduate University
Identifiers - Location: California