Treatment of test anxiety by cue-controlled desensitization and study-skills training.

Abstract

This study compared the relative effectiveness of two multicomponent strategies in the treatment of test anxiety. Sixty-six test-anxious students were assigned to one of four conditions: (a) no-treatment, (b) participation in a study-skills course alone, (c) systematic desensitization in combination with a study-skills course, or (d) a combined cue-controlled-desensitization-studyskills program. The latter group represents a self-control program, incorporating elements of cue-controlled relaxation within a group desensitization format. Within-group changes on several anxiety measures between pre-and posttesting generally favored the multicomponent treatments. Between groups, both desensitization treatment programs demonstrated significant improvement over no-treatment on self-report debilitative and facilitative test anxiety, state and trait anxiety, and study habits. The superiority of the multicomponent groups relative to study-skills training alone was restricted to debilitative test anxiety and state anxiety. While no differences emerged between groups on two simulated test measures, both multicomponent groups earned significantly higher posttreatment grade point averages than the control subjects. No significant difference between the two desensitization treatment packages was found on any measure. A description of the cue-controlled desensitization technique is given, and its utility in a group-administered program is discussed.

Toward a multimodal theory of academic underachievement

“…The usual focus of such anxiety reduction has been in the area of test anxiety, a specific type of postprocessing interference. A variety of techniques have been used, including systematic desensitization (Cohen, 1969;Dcnney & Rupert, 1977;Lent & Russell, 1978;Melnick & Russell, 1976;Russell, Miller, & June, 1975), cognitive coping procedures (Holroyd, 1976;Mcichenbaum, 1972), modeling (Mann, 1972;Mann & Rosenthal, 1969), and automated desensitization (Donner & Gucrncy, 1969;Richardson, O'Ncil, & Grant, 1977). In fact, reduction in test anxiety has been reported almost without exception (Krouse & Pcrri, 1981).…”

Perceptions and Incidence of Test Anxiety

“…In fact, numerous studies suggest that simply studying more, while neglecting the anxiety, is not a guarantee of improvement (Cassady & Johnson, 2002;Ergene, 2003;Mitchell & Ng, 1972;Szafranski et al, 2012;von der Embse et al, 2013). A combination of study skill/exam training and psychological treatment often results in improvements in performance and a decrease in anxiety (Ergene, 2003;Gregor, 2005;Lent & Russell, 1978;Mitchell & Ng, 1972;von der Embse et al, 2013). The negative stigma surrounding TA may be hindering students from seeking the help they need, as 11.3% of surveyed students indicated that they would not seek help, as to do so would make them appear weak.…”

The Measurement and Treatment of Test Anxiety

“…Five studies used the author or authors as therapists (Deffenbacher, et al, 1979;Deffenbacher & Shelton, 1978;Lent & Russell, 1978;Russell, Wise, & Stratoudakis, 1976;Snyder & Deffenbacher, 1977). These studies failed to control for the effects of therapist expectancy.…”