Test anxiety can be debilitating to test performance, thus the abilities of test anxious individuals may not be measured accurately. This study examined the efficacy of relaxation training, guided imagery, positive self-talk, and study skills training on anxiety reduction and academic self - esteem in test-anxious , learning disabled high school and college students. A randomized treatment control group design with pretest and post-test measures was used to assess the efficacy of treatment. Participants in the treatment group showed a greater reduction in test anxiety, and improvements in academic self-esteem from pretest to post-test relative to participants in the control group. Implications of the results are discussed.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-3324 |
| Date | 01 January 1998 |
| Creators | Wachelka, Donald A. |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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