Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Thesis - Pacific Access Restricted
Master of Arts (M.A.)
Roger C. Katz
First Committee Member
Gary N. Howells
Second Committee Member
Kenneth L. Beauchamp
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.
Wachelka, Donald A.. (1998). An integrative treatment for reducing test anxiety and improving academic self-esteem in learning disabled students. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2325
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch