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七选五（每小题2分，共10分）
Debunking the Exam Anxiety Myth
Exams are often considered highly stressful events. Many students believe that the anxiety they feel during an exam directly impacts their performance. However, recent research has challenged this long - held belief.
1.____. Anxiety experienced during an exam doesn't necessarily lead to poor results. The real factor that affects exam performance lies elsewhere.
Dr. Maria Theobald from the Leibniz Institute for Research and Information in Education decided to conduct a study. 2.____. She theorized that if exam - time anxiety was truly the culprit in hindering students from presenting their knowledge on paper, then students with high levels of anxiety would perform worse in real, high - stakes exams compared to mock exams or online practice sessions. Also, she expected this performance decline to be related to the self - reported levels of exam nerves.
3.____. She chose 309 German medical students who were preparing for their final state exam, which is the most crucial one they take. This exam has 230 questions divided into three five - hour sessions over three days. During the 100 days before the actual exam, all the students used a digital - learning platform. This platform provided them with old exam questions and recorded their performance. Additionally, they took a mock exam 40 days before the real one.
To measure their anxiety levels, the students were asked to respond daily for 40 days leading up to the real exam, as well as on the exam day. They had to rate statements like “I feel tense and nervous” on a five - point scale. On the day of the mock exam, they also rated statements such as “I worry whether I have studied enough”.
4.____. Contrary to her initial expectations, Dr. Theobald found that the anxiety on the day of the test had no relation to exam performance. Instead, what truly mattered was the knowledge a student had gained during the revision period before the exam. Those who had thoroughly mastered the material did well, regardless of how anxious they were on the exam day. And those who hadn't studied adequately scored poorly, even if they were calm during the test.
5.____. For students, this means that instead of solely focusing on calming their nerves during the exam, they should concentrate on effective revision strategies. They should plan their study time, break down the material into manageable parts, and seek help when needed. Educators can also use this knowledge. They can design teaching and assessment methods that assist students in better organizing their revision and provide more guidance on how to study effectively.
A. This research has significant implications for both students and educators.
B. The results of the study were quite unexpected.
C. Here's what we know about the common beliefs and the new findings.
D. This is how she designed her research to test her assumptions.
E. She wanted to explore the relationship between exam anxiety and performance.
F. The students were divided into different groups for further study.
G. In fact, it's the pressure of revision that matters more.

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