What kind of flashcards would help there for you?

[edit: removed a point about variance which wasn't supported by more recent literate]

High stress (or anxiety) happens only periodically... like those job interviews you mention. It varies massively within individual subjects. There are some ways to reduce anxiety, but I wouldn't say anything has been conclusive yet. Here is an excerpt from my Dissertation about Test Anxiety... I found practise quizzes had a non-significant overall effect on Test Anxiety, and reduced only the "Tenseness" subscale of a relatively old measure sadly. The CTAS scale, referenced below, would probably be most useful for the job interview case.

"Test Anxiety is the additional stress felt when you must provide answers. It is prevalent, affecting students from preschool (McDonald, 2001) to taught university
level, and across demographics (Beidel et al 1994; Beer 1991; Mwamwenda,1993). Prevalence is
estimated at 20% (Ergene 2003) to 25% (Thomas et al, 2018) in current students. Test Anxiety often
involves pressure, highlighting a social, non-genetic nature, and high variance is recorded between
subjects (e.g. Keith et al 2010 longitudinal study showed low individual variation, but high between
subjects variation). Overwhelming Test Anxiety significantly impairs wellbeing (Steinmayr et al.,
2016). Interventions and online course design choices can markedly reduce Test Anxiety (Abdous,
2019). Unfortunately, few online learning studies record Test Anxiety, instead recording grade/score
differences. Yet, Test Anxiety interventions are efficacious – e.g. "test-wiseness training" (Kalechstein
et al., 1988), group counselling (Alkhawaja, 2013) and mindfulness training (Seidi & Ahmad, 2018).
Research often classifies students into High and Low groups. There are disproportionately
negative outcomes for High Test Anxiety students, whom more recently have been enrolled
automatically in targeted interventions (e.g. Psychoeducation Bedel et al., 2020). Test Anxiety is
related to Social Anxiety (Rothman, 2004; Sarason and Sarason, 1990). This manifests in a socialevaluative component, which appears in most scales, such as the Test Anxiety Inventory (TAI;
Spielberger, 1980). TAI was designed for assessing children (Ludlow & Guida, 1991). Recent scales,
including the Cognitive Test Anxiety Scale (CTAS; Cassady & Johnson, 2002), are adapted to
university participants. An example CTAS item is "I feel under a lot of pressure to get good grades on
tests.". CTAS has similar correlations with academic performance (Chapell et al., 2005) as those
utilizing TAI (such as Hunsley, 1985), without the concerns of TAI applicability discussed in
Szafranski (2012).
Test Anxiety is typically construed as a trait under Latent state-trait theory, despite short term
experimental intervention differences being observed (e.g. "looking ahead" immediately prior to
testing in Mavilidi et al., 2014; or taking practice quizzes in Agarwal et al., 2014). Test Anxiety should
not be confused with other forms of anxiety, such as General or Social Anxiety Disorder. Prevalence
of anxiety is rising in college populations (Zagorski, 2018), as is loneliness, with 1 in 5 young people
reporting having no close friends and feeling alone(n=2,522, Mental Health Foundation, 2019). Usage
of social media is also associated with greater loneliness (Wohn & LaRose, 2014). However,
artificially induced status updates have been shown to reduce it (Deters & Mehl, 2012), which aligns
with status updates requesting academic support reducing Test Anxiety as found in Deloatch et al
(2017) and findings linking higher wellbeing with greater academic outcomes (Public Health England,
2014). Research on social anxiety and social media is less clear, although recently Erliksson et al
(2020) correlated greater internet usage and activity with increased social anxiety. Despite wide
research on the negative aspects of social media usage (e.g. for university students, see Odacı &
Kalkan, 2010) - little attention has been paid to online helping, which is fundamentally social."