{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T23:34:17Z","timestamp":1792798457336,"version":"4.5.0"},"reference-count":20,"publisher":"American Association for the Advancement of Science (AAAS)","issue":"6014","license":[{"start":{"date-parts":[[2011,1,14]],"date-time":"2011-01-14T00:00:00Z","timestamp":1294963200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/www.sciencemag.org\/site\/feature\/contribinfo\/prep\/license.xhtml"}],"funder":[{"name":"Institute of Educational Science","award":["R305C050076"],"award-info":[{"award-number":["R305C050076"]}]},{"name":"Spatial Intelligence and Learning Center","award":["SBE-0541957"],"award-info":[{"award-number":["SBE-0541957"]}],"id":[{"id":"https:\/\/ror.org\/02yzb5728","id-type":"ROR","asserted-by":"crossref"}]},{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["DRL-0746970"],"award-info":[{"award-number":["DRL-0746970"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Science"],"published-print":{"date-parts":[[2011,1,14]]},"abstract":"<jats:title>Write Your Worries Away<\/jats:title>\n                  <jats:p>\n                    Tests and exams are stressful for many people. Students who \u201cchoke\u201d at an exam may perform less well than their knowledge base warrants. Such results can accumulate to generate reduced educational achievements and expectations. Studying young adults performing math tests,\n                    <jats:bold>Ramirez and Beilock<\/jats:bold>\n                    (p.\n                    <jats:related-article xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" ext-link-type=\"doi\" page=\"211\" related-article-type=\"in-this-issue\" vol=\"331\" xlink:href=\"10.1126\/science.1199427\">211<\/jats:related-article>\n                    ) found that a brief intervention\u2014writing about their anxiety about the upcoming exam\u2014helped students to do better in the exam. Perhaps by acknowledging their fears, students were able to tame distracting emotions.\n                  <\/jats:p>","DOI":"10.1126\/science.1199427","type":"journal-article","created":{"date-parts":[[2011,1,13]],"date-time":"2011-01-13T14:57:00Z","timestamp":1294930620000},"page":"211-213","source":"Crossref","is-referenced-by-count":327,"title":["Writing About Testing Worries Boosts Exam Performance in the Classroom"],"prefix":"10.1126","volume":"331","author":[{"given":"Gerardo","family":"Ramirez","sequence":"first","affiliation":[{"name":"Department of Psychology and Committee on Education, University of Chicago, Chicago, IL 60637, USA."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sian L.","family":"Beilock","sequence":"additional","affiliation":[{"name":"Department of Psychology and Committee on Education, University of Chicago, Chicago, IL 60637, USA."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"221","reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8721.2008.00602.x"},{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1037\/0022-3514.46.3.610"},{"key":"e_1_3_2_4_2","unstructured":"S. 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