Effectiveness of relaxation therapy in improving the academic performance of test-anxious students
File, 2013-064-001-078
- Part of
- Algoma University Archives > Algoma University Theses collection > Psychology series > Effectiveness of relaxation therapy in improving the academic performance of test-anxious students
- Creator
- Grant R Grbich
- Date
- 1988
- Physical Description
- 1.08 MB of textual records (PDF)
- General Material Designation
- Electronic record, Textual record
- Language(s)
- English
- Bibliographic Information
- Sault Ste. Marie, Ont.:, OSTMA-PSYC-Grbich-Grant-R-19880402
- Descriptive Notes
- Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 1988. -- Submitted in partial fulfillment of course requirements for PSYC 4105.
- The differences in academic performance among highly test-anxious students with two weeks of either relaxation therapy or study-skills training were investigated. The results (statistically non-significant) indicated that on a less difficult measure of performance both treatment groups scored higher than their population, on a difficult measure both groups scored slightly lower than their population, on a mean of the two measures scored better than their population and that the relaxation therapy group outperformed the study-skills group on all three measures. The findings, though statistically non-significant, are congruent with Dendato & Diener's (1986) research conclusion that an element of relaxation is essential to bring about change in levels of anxiety and subsequently academic performance in test anxious students.