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Title

Effect Of Stress Management Training On Trait Anxiety Teaching Anxiety, Muscle Tension And Self-Concept Of Student Teachers

Date of Award

1981

Document Type

Dissertation - Pacific Access Restricted

Abstract

The purpose of this study was to investigate the effectiveness of the stress management training based on Meichenbaum's stress inoculation approach in reducing anxiety among student teachers. Method. An experimental study spanning two semesters was conducted during the Fall and Spring of the 1979-80 school year. The subjects were 38 volunteer students enrolled in a teacher preparation program at the University of the Pacific in Stockton, California. The three treatment conditions were: Stress-management training (SMT), Group Management training (GMT), and No-Treatment (NT). The subjects in the SMT group (N = 9) and the GMT group (N = 9) were drawn from the students enrolled in the final semester prior to supervised field teaching. The students engaged in the supervised field teaching (N = 20) constituted the No Treatment group. The ten week Stress-Management training consisted of teaching cognitive coping skills and relaxation skills. The attention-placebo treatment consisted of instructions in group dynamics in the class room. The measures of dependent variable included the Teaching Anxiety Scale (TCHAS), the State-Trait Anxiety Inventory (STAI-X2) the Tennessee Self-Concept Scale (TSCS), the EMG scores under normal and relaxation conditions and the Weekly Tension Record. The SMT and GMT subjects were tested at the beginning and at the end of the training, and again before and after the eight weeks of supervised field teaching. The NT group was tested before and after the supervised field teaching only. The WTR ratings by the subjects in all the groups were also obtained during the supervised field teaching phase. Results. The ANOVA procedures were used to test the various hypotheses. The results indicate that the stress management training procedures used in this study were effective in significantly reducing teaching anxiety (p < .001) and trait anxiety (p < .05). The SMT treatment was also significantly effective in, promoting a more positive self-concept (p < .05). No significant differences were found between the three groups on the measures of Weekly Tension Record or EMG scores. Contrary to the expectations all the groups showed an increases in the EMG scores from pre- to posttest.

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