A Component Study of Self-Instruction as Applied to Test-Anxiety
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| Language: | English |
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Bowling Green State University / OhioLINK
1980
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750511921 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu15707837505119212021-08-03T07:12:54Z A Component Study of Self-Instruction as Applied to Test-Anxiety Kim, Sung C. Psychology The process of self-instruction was examined in the context of test-anxious college students in a short-term, analogue study. Specifically, the present study asked the following questions. What are the roles of attentional-coping and self-reinforcement as components in the overall self-instructional therapy package? Does a strong therapeutic rationale produce changes equivalent to those induced by the self-instructional components? Subjects were assigned to one of four groups: (a) Total Treatment Package, receiving the rationale, problem-definition, attentional-coping, and self-reinforcement components; (b) Attentional-coping Control, receiving the rationale, problem-definition, and self-reinforcement components; (c) Self-reinforcement Control, receiving the rationale, problem-definition, and attentional-coping components; (d) Attention Reinforcement Control, receiving the rationale and problem-definition components. All four groups participated in three 80-min. weekly sessions. Pretreatment and posttreatment self-report measures and cognitive performance measures were used along with grade point average to assess changes. Statistical analysis revealed that all treatment procedures were equally effective in reducing test-anxiety and increasing cognitive performance on laboratory tasks. The only exception was an indication that self-reinforcement had a greater effect of decreasing subjects' anxiety; however, this effect was limited to one self-report measure and did not generalize to other measures. There were no systematic differences among the groups on any laboratory measure as a function of the various treatment components manipulated. Thus, the two self-instructional components presently studied, attentional-coping and self-reinforcement, separately or in combination, did not produce effects greater than those produced by a therapeutic rationale plus the problem-definition components. These findings suggest that the presence of a strong, therapeutic rationale may be a sufficient condition for reduction in self-reported test-anxiety and increases in cognitive performance. However, no effects on grade point average emerged. These findings were interpreted to imply that the most important element in the self-instructional approach to test-anxiety is the expectancy effect via a strong, therapeutic rationale. 1980 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750511921 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750511921 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Psychology |
| spellingShingle |
Psychology Kim, Sung C. A Component Study of Self-Instruction as Applied to Test-Anxiety |
| author |
Kim, Sung C. |
| author_facet |
Kim, Sung C. |
| author_sort |
Kim, Sung C. |
| title |
A Component Study of Self-Instruction as Applied to Test-Anxiety |
| title_short |
A Component Study of Self-Instruction as Applied to Test-Anxiety |
| title_full |
A Component Study of Self-Instruction as Applied to Test-Anxiety |
| title_fullStr |
A Component Study of Self-Instruction as Applied to Test-Anxiety |
| title_full_unstemmed |
A Component Study of Self-Instruction as Applied to Test-Anxiety |
| title_sort |
component study of self-instruction as applied to test-anxiety |
| publisher |
Bowling Green State University / OhioLINK |
| publishDate |
1980 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750511921 |
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AT kimsungc acomponentstudyofselfinstructionasappliedtotestanxiety AT kimsungc componentstudyofselfinstructionasappliedtotestanxiety |
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1719456185198837760 |