The problem of this study was to investigate the effectiveness of systematic desensitization on test anxiety, general anxiety, and attitude toward school among fifth-grade elementary-school children.

The purpose of the present study was to determine if psychological stress, defined as academic examination stress, would systematically produce changes in immune parameters (immunoglobulin concentration) and psychological functioning. It was hypothesized that as examination stress occurred there would be an effect on immunological function consistent with heightened psychological activity/stress. Subjects were 23 master's and doctoral students in psychology who volunteered for the research project. All subjects were administered a series of psychological tests to measure stress, personality factors, emotional states, and anxiety levels. All tests were administered and.blood samples drawn over a period of 15 months across two lowstress and two high-stress periods. Immunological tests included white blood cell (WBC) differential count and radial immunodiffusion (RID) for the determination of concentration of different immunoglobulin classes (IgA, IgG, IgM) in serum. Data were treated to a one-way analysis of variance (ANOVA) with repeated measures, t /test for correlated samples correlational matrix between variables across assessments and discriminant function analysis. Results showed (1) increased immunoglobulin levels during periods of stress; (2) immunoglobulin G most consistently related to stress and probably most indicative of the stressed condition and biological resistance to stress; (3) anxiety related to external events; (4) increase in anxiety under stress; and (5) anxiety inversely correlated with emotional stability and coping skills while positively related to tension, increased number of somatic complaints, and obsessive-compulsive trends. Firm support was provided for the hypothesis that as stress occurred, there would be consistent changes in immunological functioning associated with heightened psychological activity/stress. It was concluded that a response pattern to stress was adaptive along both psychological- and immunological dimensions and that the concept of bodymind interaction was the most realistic approach to understanding the total response patterns.

The focus of this study was to explore the effects of training with Electromyogram (EMG) feedback relaxation on test anxiety and academic achievement. Subjects were 60 students from an Introductory Psychology Class who scored highest on the Suinn Test Anxiety Behavior Scale lSTABS). Subjects were divided into three groups: (1) EMG training, (2} Attention, and (3} Control. Treatment was 12 sessions over a six-week period. A pretest and posttest of the STABS was used as a measure of anxiety with the measure of academic achievement being the first and fourth tests in the Psychology class. Analysis of covariance was used to evaluate the data. No significant difference was found between the adjusted posttest means for anxiety reduction or academic achievement.

This study was concerned with determining the effect of two levels of electromyogram (EMG) induced physiological arousal and therapeutic instructions on self-reported test anxiety, test performance, and on-task behavior. The rationale for such a study is the fact that treatments of test anxiety have presented inconsistent results. Little research has been undertaken with regard to the effect of EMG biofeedback as a treatment for test anxiety or non-specific effects associated with such a treatment. Results indicated that self-reported test anxiety was significantly higher (p<.05) under the high physiological arousal condition than under the low physiological arousal condition and that self-reported on-task behavior was significantly greater (p < .05) for the positive therapeutic instruction group. Physiological arousal levels did not have any significant effect upon test performance or self-reported on-task behavior. Also, therapeutic instructions did not have a significant effect on self-reported test anxiety or test performance. The results indicated a cognitive change with regard to test anxiety which was not reflected in test performance. Also, on-task behavior did not enhance test performance

Cognitive-attentional test anxiety theory posits that test-anxious individuals direct attention internally, thus interfering with task-relevant information processing. Nevertheless, working-memory deficits are often obscured by compensatory exertion of increased effort by anxious subjects on cognitive tasks. Failure to identify anxietyspecific performance decrements has led some authors to replace the test anxiety construct with one emphasizing skill deficiencies. This investigation examined whether information-processing deficits are inherent sequelae of test anxiety or merely reflect lowered exam-taking ability in test-anxious persons.

Silverman's technique of subliminal psychodynamic activation via tachistoscope has been demonstrated to facilitate competitive performance in college males when a sanctioned oedipal gratification fantasy stimulus is utilized. This effect is presumed to result from a decrease in unconscious neurotic conflict. The cognitive component of Meichenbaum's Cognitive Behavior-Modification has been shown effective in reducing test anxiety. This effect is presumed to stem from conscious identification and modification of negative self-statements. The hypothesis that a combination of the two approaches would prove more effective than the cognitive group therapy alone in reducing test anxiety was tested. Thirty-four test-anxious male students attended 10 sessions wherein they received subliminal stimulation and cognitive group therapy. Half of the students were presented active, and half neutral stimuli subliminally via tachistoscope. All received the cognitive group therapy. Therapists conducting the groups were blind to the hypothesis being tested and the assignment of subjects to experimental and control groups. Subjects were randomly assigned to the experimental conditions in order to control for group and therapist effects.

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No description available.

This study was designed to investigate the effects of Relaxation, Positive Suggestion and Success Imagery (RSI) on locus of control and scores on teacher-made exams in an undergraduate college population. As well as to investigate interactions between locus of control and the exam scores. The sample, composed of 52 females and 2 males ranging in age from 18-47, confirmed previous findings that women in college do not show an interaction between locus of control and grades. Furthermore, RSI did not appear to significantly change locus of control or exam scores for the whole sample. However, the data suggests RSI to effectively change locus of control and grades with the younger aged students, inferring that an internal locus of control is easier to develop and grades are easier to influence in younger students with this procedure.

The major purpose of this study was to determine the effects of manifest anxiety, task complexity, and warm-up conditions on learning a two-phase serial type motor task. Another purpose was to consider the implications of these effects for physical educators, coaches, and others interested in improving educational practices and securing optimum performance levels.