Effectiveness of relaxation therapy in improving the academic performance of test-anxious students

Publication: 
Sault Ste. Marie, Ont.:
Standard No: 
OSTMA-PSYC-Grbich-Grant-R-19880402
Creator: 

Grbich, Grant R

Historical Context: 

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.

Responsibility: 
Grant R Grbich
Start Date: 
1988
Description Level: 
End Date: 
1988
Date Range: 
1988 April 02
Physical Description: 

1.08 MBĀ of textual records (PDF)

Notes: 

Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 1988. -- Submitted in partial fulfillment of course requirements for PSYC 4105.

rec_shelfloc: 
2013-064-001
Repository: 
Algoma University Archive
Container Number: 
001