Abbreviated upright Behavioral Relaxation Training for test anxiety among college students: Initial results.

2006 ◽  
Vol 2 (4) ◽  
pp. 475-480 ◽  
Author(s):  
Teresa Tatum ◽  
Duane A. Lundervold ◽  
Patrick Ament
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Relaxation Training ◽  
Behavioral Relaxation Training ◽  
Initial Results

Effects of Three Different One-Hour Single-Session Treatments for Test Anxiety

1984 ◽  
Vol 54 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Mitchell S. Ricketts ◽  
R. Edward Galloway
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Relaxation Training ◽  
Training Group ◽  
Single Session ◽  
Change Scores ◽  
Treatment Groups ◽  
Randomized Design

The effects of three different 1-hr. treatments for test anxiety were investigated using 155 undergraduate volunteers. The subjects were assigned by a block-randomized design to three treatment groups and a placebo procedure. The data showed that subjects in the relaxation-training group reported greater reductions of anxiety than those in the placebo procedure. No significant differences for academic achievement change scores were found among the groups. As with most lengthier treatments, a single 1-hr. session may reduce self-reported test anxiety but not improve academic achievement.

Relaxation Training Effects on Reaction/Response Time, Frontalis EMG, and Behavioral Measures of Relaxation With Hyperactive Males

1986 ◽  
Vol 3 (4) ◽  
pp. 329-341 ◽  
Author(s):  
Robert L. Eason ◽  
Jeffrey E. Brandon ◽  
Theresa L. Smith ◽  
Denise C. Serpas
Keyword(s):  
Information Processing ◽  
Response Time ◽  
Relaxation Training ◽  
Baseline Data ◽  
Motor Tasks ◽  
Training Effects ◽  
Behavioral Measures ◽  
Time Variables ◽  
Behavioral Relaxation Training

The purposes of this study were to determine if three medically diagnosed hyperactive males could be taught to relax using a modified version of Behavioral Relaxation Training (BRT), as confirmed by frontalis electromyographic (EMG) data and by Poppen’s Behavioral Relaxation Scale (BRS), and to determine if a relaxed state is more optimal for performing attention-demanding motor tasks. After obtaining baseline data for relaxation and reaction/response time variables, subjects received six to eight sessions of BRT, followed by posttesting and a 1-month follow-up. Results indicated large reductions in BRS scores, EMG reductions in two of the three subjects, and reductions in reaction/response time. The results supported the use of relaxation training for facilitating information processing.

Relations of Motivational Beliefs and Self-Regulated Learning Outcomes for Iranian College Students

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1202-1204 ◽  
Author(s):  
Soghra Ostovar ◽  
Mohammad Khayyer
Keyword(s):  
College Students ◽  
Learning Outcomes ◽  
Test Anxiety ◽  
Motivational Strategies ◽  
Motivational Beliefs ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study examined the correlations of scores for motivational beliefs and self-regulated learning outcomes among 200 college students who responded to Motivational Strategies for Learning Questionnaire. Analysis showed a positive correlation between scores for motivational beliefs and self-regulated learning outcomes but a negative one for scores on test anxiety and self-regulated learning.

Relaxation as Self-Control in the Treatment of Test and other Anxieties

1976 ◽  
Vol 39 (2) ◽  
pp. 379-385 ◽  
Author(s):  
Jerry L. Deffenbacher ◽  
Arden L. Snyder
Keyword(s):  
College Students ◽  
Treatment Period ◽  
Test Anxiety ◽  
Anxiety Level ◽  
Self Control ◽  
Anxiety Reduction ◽  
Reduction Strategy ◽  
Self Reports ◽  
Situational Anxiety

The effectiveness of relaxation as self-control in the treatment of test anxiety was evaluated using each of 11 volunteer college students as his own control. Anxiety level was unchanged over the no-treatment period. Significant reduction in self-reported debilitating test anxiety and improvement in facilitating test anxiety were found after treatment. Significant posttreatment reductions were noted for other anxieties as well. This latter finding suggested that during training in relaxation as self-control Ss may have learned a general, trans-situational anxiety-reduction strategy. Extensions using measures other than self-reports of anxiety, however, are required.

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