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Date of Award


Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)



First Advisor

Carolynn Kohn

First Committee Member

Scott Jensen

Second Committee Member

Deborah Schooler


Approximately 10–30% of college students meet criteria for test anxiety and are at greater risk for poor academic performance compared to students without test anxiety. Previous research has typically used pre-post group designs to measure test anxiety via self-report questionnaires or global measures with lower sensitivity to detect change (i.e., GPA); these measures and group designs may not adequately assess actual change in behaviors, anxiety symptoms, or academic performance. This study used an ABCA multiple baseline across participants design to assess the effectiveness of an abbreviated intervention package designed to reduce test anxiety. Heart rate, test scores (both in-session and actual course exams), and study behaviors were tracked continuously through follow-up. Participants were college students ( N = 8). Results indicated that for most participants, self reported test anxiety scores and pre-test heart rate decreased, and in-session mean test scores and time spent studying increased, with some retention of these changes at follow-up.





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