A multicomponent treatment programme for text-anxious elementary schoolchildren

The efficacy was assessed of multicomponent treatment in reducing test anxiety, and improving self-concept and examination performance, in test-anxious elementary schoolchildren. A core programme was devised, comprising three components: systematic desensitization, cognitive restructuring and informal study skills training. Two further components, one each for teachers and parents were added, giving a 'contextualised' programme. Three complementary studies compared either the contextualised programme with a no-treatment, non-identified, control condition (Study 1: n = 40; Study 3: n = 24), or the core programme with an attention-placebo control condition (Study 2: n = 26). It was hypothesised that Studies 1 and 3 would show significant between-group differences at post-test, with experimental subjects showing a significant decline in test anxiety and gains in achievement and self-concept. In Study 2, no significant between-group differences were hypothesised: subjects receiving the core treatment or attention-placebo programme being expected to show a similar degree of reduction in test anxiety and gain in self-concept, but no improvement in achievement.

Grantor dc:publisher.institution

Department of Psychology

Year dc:date.issued

1988

Author dc:creator

• Baddeley, Gillian Mary

Advisor dc:contributor.advisor

• Oxtoby, Richard

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/17071

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/17071