The purpose of this study was to examine the effect of Cue-Controlled Relaxation on test anxiety of active duty military personnel, as measured by the Test Anxiety Inventory. The major hypothesis was stated in the null form.Eighty-five subjects volunteered to participate in the study. Using a table of random numbers, subjects within three intact classes were assigned to the three treatment conditions. There were 25 subjects in the Cue-Controlled Relaxation Treatment Group, 28 subjects in the Placebo Treatment Group, and 32 subjects in the No-Treatment Group of this Pretest/Posttest Non-Equivalent Control Group Design. The subjects were all students in the Primary Leadership Training courses of the Seventh Army Combined Arms Training Center (7th CATC) Non-Commissioned Officers' (NCO) Academy, Bad Toelz, Federal Republic of Germany. There were 12 females and 73 males in the total sample, ranging between 20 and 40 years of age.The Test Anxiety Inventory (TAI) was used to measure test anxiety before treatment and after treatment. The TAI consists of 20 items relating to Worry, Emotionality and Total score.The major null hypothesis was tested through a One-way Multivariate Analysis of Variance. The three measures of the dependent variable in the three groups were highly correlated, indicating that they were assessing the same factor. No statistically significant difference was observed among the three groups. Therefore, the null hypothesis was not rejected.

The problem with which this study is concerned is that of determining the effects of coacting groups and test anxiety on the learning and performing abilities of children. The purpose of this study is to investigate the effects of small coacting groups and test anxiety on specific "performance" and "learning" tasks. This study also provides a direct test of Zajonc's theory.

M.A. (Psychology) / Test anxiety has been widely researched in terms of its etiology and treatment. However, the results have been somewhat inconclusive, pointing to the fact that cognitive variables have not been accorded with the necessary amount of explanatory weight. The literature seemed to indicate that attribution of success and failure in test-related situations as well as the appropriate interpretation of cues in test-related information would account for a significant proportion of the variance observed in test anxiety. It was the purpose of this study to determine the extent and nature of the influence of attributional style and cue usage in test anxiety. In order to test the hypotheses two groups of students were selected. The experimental group consisted of students with high scores on two measures of test anxiety, and the control group consisted of students with low scores on the measures of test anxiety. These groups were then compare on scores of attributional style and cue usage. The hypotheses for the study were not supported. The results were discussed in the context of test anxiety approaching a phobic nature rather than a generalized anxiety state.

The purpose of this study was (a) to determine the effect of a four-step learner readiness profile: positive, active, clear, and energetic (PACE) on self-reported anxiety in first year nursing students before skill performance tests, and (b) to determine the effect of PACE on the performance of first year nursing students on skill tests. The subjects consisted of 27 first year nursing students enrolled at Chemeketa Community College in Salem, Oregon. Two multiple baseline designs across subjects were employed. Volunteers were randomly divided into three subject groups. Baseline data were collected on 5 skill tests for Group 1, 8 skill tests for Group 2, and 11 skill tests for Group 3. The treatment variable, PACE, was implemented once the baseline was established for self-reported anxiety and performance. Findings indicated that PACE was an effective treatment for reducing self-reported anxiety by first year nursing students before skill performance on tests. The students also demonstrated an increased percentage of successful skill performance tests after completion of PACE. It was concluded that PACE was an efficient and effective method for reducing self-reported anxiety and for increasing skill performance test success in first year nursing students enrolled at Chemeketa Community College, Salem, Oregon. It was recommended that PACE be implemented in the first year of the nursing program. / Graduation date: 1996

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains viii, 50 p. Includes abstract. Includes bibliographical references (p. 28-34).

The study attempted to assess whether test anxiety could be successfully managed using an expressive writing or meditation anxiety reduction technique, and whether these results would be maintained one week following the manipulation. Three administrations of the Test Anxiety Inventory were collected one week before, directly after, and one week following the assignment of participants to one of three study test conditions: meditation, expressive writing, and a control (narrative account of the previous day’s events). The students were given a 24-question GRE practice exam to simulate a high-stakes test environment. Repeated measures ANOVA and ANCOVA were performed to test the effectiveness of the intervention. Relationships between GPA, procrastination, test-preparedness, and test anxiety were examined, as were the correlations among depression, worry, and test anxiety. The results of the main and exploratory analyses did not indicate any significant differences across the three conditions. Suggestions for future research include incorporating a more robust version of the treatment, recruiting more participants reporting high anxiety at baseline, and utilizing test conditions in which the participants are more invested. / text

This research dealt with the use of oral individual testing as a teaching technique, as well as an evaluative tool. The research was also concerned with students' self-concept, nervous anxiety level, and attitude toward testing. The purpose was to increase student comprehension of content material, and through practice and feedback, raise students' self-concept and reduce his/her nervous anxiety. The four research hypotheses were: (1) there will be a difference in ability to take and pass tests and improve test scores; (2) there will be a difference in student attitude toward oral and written testing; (3) there will be a difference in student self-concept; and (4) there will be a difference in nervous anxiety level. All of these differences were shown over a two-semester span of the experiment. The sample consisted of 33 anatomy-physiology students enrolled in two sections taught by the researcher. Students within each of the experimental classes were assigned to two groups of equal numbers of students which alternated between written and oral testing throughout a two-semester sequence. Instruments used in this study included teacher constructed tests on the human anatomical and physiological systems. The format was identical for both oral and written testing on a particular system. Data were gathered on all test scores: medians, modes, means, and standard deviations were computed. Statistical data included a two-way analysis of variance, tukey HSD and Scheffe Post Hoc Tests, Reliability and Internal Consistency computer checks on teacher made tests, Likert attitudinal scales, and Taylor-Johnson Temperament Analysis. A researcher-student developed five-point Likert was used to measure student attitude toward oral and written tests. The Taylor-Johnson Temperament Analysis was used to gather pre and post data on self-concept and nervous anxiety levels. Individual student test score profiles showed change in ability to take and pass tests, as well as an improvement trend over the two-semester sequence. These were graphed by individual, and by class, for comparison. Statistical analysis showed significant differences in oral and written test scores, so post hoc tests were used to detect these differences. The analysis indicated students were able to improve test taking ability enough to change ranks within the class itself. Students consistently scored higher on oral ests than on written tests of identical format. Reliability and internal consistency checks on teacher made tests showed .95 and .97 consistency on oral and written tests, respectively. Likert scales showed data strongly supporting a student preference for oral testing. This preference included the ability to better tell what they knew; the ability to verbalize, hear and elaborate. Taylor-Johnson Temperament Analysis, pre and post testing, showed a significant rise in self-concept and a decrease in nervous anxiety level over the research time span. Interpretation of the data led to the rejection of the four null hypotheses and to the acceptance of the four research or alternative hypotheses. Repetition of this research using larger numbers of students in different subjects, and by different teachers in a variety of grade levels, would increase the viability of these data and challenge others to try oral individual testing as an alternative method of testing. This, then, would serve as a learning tool for the student as well as an evaluative tool for the teacher.

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Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 291 p.; also includes graphics Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.