Systematic Desensitization and Relaxation of High Test Anxious

22 Pages·2012·0.56 MB·English

RESUME
DOCUMENT
CG 002 778
ED 022 227
ByLaxer, RoberT M Art,4 nflumrc
STUDENTS.
HIGH TEST ANXIOUS SECONDARY SCHOOL
SYSTEMATIC DESENSITIZATION AND RELAXATION OF
Ontario Inst. for Studies in Education, Toronto.
Note 21p.
EDRS Price MF-W25 HC-$0.92
GROUPS, *HIGH SCHOOL STUDENTS, *RESEARCH
Descriptors-*ANXIETY, CONTROL GROUPS, EXPERIMENTAL
PROJECTS, *TESTS
questions: (1) Is
the systematic
study was designed to answer two
This
students?; (2) Is
effective with secondary school
desensitizaion of test anxiety
desensitization? High test
rehxation per se as useful a technique as systematic
of two experimental
students were assigned to one
anxious secondary-school
period of 6
and met for 20 minutes daily for a
conditions, desensitization or relaxation,
It
those of a no treatment control group.
weeks. Their results were compared to
(S.-3) underwent a significant reduction in
appeared that the experimental subjects
toward improved
grade 13 Ss was there a trend
anxiety. However, only among
for students
Ontario School System, grade 13 is
academic performance. (Note: In the
effective in
treatment was more
planning to attend university.) The relaxation per se
their
desensitization. The results and
reducing general anxiety than systematic
(Author)
implications for future research were discussed.
Anxious
Systematic Desensitization and Relaxation of High Test
Secondary School Studenis.
Robert M. Laxer, Jack Quarter, Ann Kooman, and Keith Walker.
Abstract
Is the
This study was designed to 6nswer two questions:
I)
systematic desensitization of test anxiety effective with secondary
school students; 2) Is relaxation per se as useful a technique as
systematic desensitization.
High test anxious secondary school students were assigned to one
and met for
of two experimental conditions, desensitization or relaxation,
Their results were compared to
20 minutes daily for a period of 6 weeks.
It appeared that the experimental
those of a no treatment control group.
grade
Ss underwent a significant reduction in anxiety, however, only among
The relaxation
13 Ss was there a trend toward improved academic performance.
t-NJ
in reducing general anxiety than
per se treatment was more effective
CJ
(1)
systematic desensitization.
C:11
discussed.
The results and their implications for future research were
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
POINTS OF VIEW OR OPINIONS
PERSON OR ORGANIZATION ORIGINATING IT.
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
R. M. Laxer, J. Quarter, A. Kooman and K. WE,Iker
THE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION
University of Toronto
Over the past decade evidence has accumulated lo show that the-e
is a negative correlation between scores on +est anxiety scales and academic
performance (I.G. Sarason, 1961; Mandler & Sarason, 1952; Alpert & Haber,
in situations involving implied personal
It has been suggested that,
1960).
threat or fear of failure, high test anxious Ss evoke task irrelevant and
defensive responses such as blocking or tremering that impair performance.
There is evidence, too, that the
(Mandler & Sarason, 1952; Child, 1954).
retarded performance of high test anxious students in threatening situations
high anxious Ss
does not necessarily indicate inferior intelligence because
(Mandler &
perform comparably with low anxious Ss in non-threatening situations
Sarason, 1952; Sarason, 1956; Sarason, 1961; Sarason, 1963).
it has been postulated that in a threatening
From these findings,
situation, lowering the arousal level of high test anxious ..S..s should reduce
task
the number of task irrelevant responses, increase the proportion of
performance.*
relevant responses and consequently cause a concomitant increment in
In iheir study of test anxiety, Alpert & Haber (1960) proposed a
*
bimensional theory consisting of the debilitaiing factor (task-irrelevant
responses) suggested by Mandier & Sarason (1952) and a facilitating factor
These two anxiety dimensions have a low negative
(task-relevant responses).
correlation (about - .35) and are therefore relatively independent of each
Persons displayirg a large number of task irrelevant responses do
other.
not-necessarily have very many task relevant responses and vice versa.
2.
studies using
This hypothesis has been tested in several
1966;. Paul & Shannon
Strenger & Cherry,
desensitization procedures (Katahn,
They found that when high test
1967; Donner, 1968).
1966; Emery & Kromholtz,
exposed to desensitization, there was a
anxious university siudenis were
The
improvement in grade point averages.
reduction in anxiety and an
in these studies were based on the
desensitization procedures employed
He suggests
1961).
proposed by Wolpe (1958,
reciprocal inhibition principle
be made to
inhibits anxiety such as relaxation can
that if a response which
will weaken the bond
of anxiety-evoking stimuii it
occur in the presence
assumption
Implicit in this theory is the
between these stimuli and anxiety.
be
that normally elicit anxiety can
that some proportion of the stimuli
Thus a new association formed between
simulated in a clinic or laboratory.
to some
relaxation responses should inhibit
simulated testing situations and
anxiety elicited in the actual testing
extent the old connections between
newly learned relaxation response
One may also expect that the
situation.
Since the generalization gradient
could generalize to similar situations.
behavior is not
major change in general
for avoidance responses is steep, a
the reciprocal inhibition
Wolpe (1958) also proposes that
to be expected.
anx.ety
where specific stimuli elicit
procedure should be most successful
generalized to a large number of
When anxiety responses have
responses.
S's progress
calls pervaisive anxiety),
different stimuli (or what Wolpe
behavior may De
is retarded and the change in
through the anxiety hierarchy
transitory (Lang, 1964).
high school students has shown
Previous research with test anxious
This
1967).
general anxiety (Laxer & Quarter,
that they have a high level of
of systematic desensitiza+ion
'raises the question of the appropriateness
anxiety.
Ss as opposed to Ss with specific
procedures for generally anxious
3.
(without the anxiety
relaxation exercises per se
It might be expected that
desensitization to
than sysiematic
hierarchy) would be more effective
A general relaxation
anxiety.
sprIcific stimuli for Ss with pervasive
stimuli
the large number of
establish associations with
procedure might still
anxiety.
that formerly elicited
desensitization
relaxation per se and
The comparative effects of
this study
Even though the results of
Davison (1966).
were studied by
superiority for Ss
theory and showed a marked
supported Wolpefs association
specific phobia, a fear
Ss were treated for a
in the desensitization group,
whether desensitization
It is still questionaLle
of non-poisonous snakes.
is
for Ss whose anxiety
treatment than relaxation per se
is a more effective
more general.
1) To determine whether
had two aims:
The present study therefore
anxious
successful with test
procedure would be
the reciprocal inhibition
of
the comparative effects
schools; and 2) To examine
students in secondary
these Ss.
desensitization and relaxation per se on
facilitating
treatments, debilitating and
To assess the effect of the
school marks were observed.
manifest anxiety scores, and
test anxiety scores,
successful for the experi-
treatments would be considered
It was assumed that
test
level of debilitating
the control Ss, their
mental Ss if, relative to
test anxiety increased.
level of facilitating
anxiety decreased and their
in test anxiety
determine whether any changes
ManH-est anxiety was used to
School grades were
anxiety provoking situations.
generalized to other
to improve
anxiety level were able
Ss who reduced their
examined to see whether
their grade point average.
4.
Method
Subject Selection
The following procedure was used to select Ss for the experiment.
All students in four secondary schools in the Metro Toronto Area took the
Alpert-Haber Achievement Anxiety Scale (AAS) and the Taylor Manifest Anxiety
Scale (MAS) in classroom groups.
Students were divided into groups by school,
grade and sex.
Then the raw data for each variable was converted to a Z
distribution.
A list of students whose scores met the following criteria was
compiled.
score<1.00 on the debilitating test anxiety scale
a Z
a)
score>I.00 on the facilitating test anxiety scale
a Z
b)
an average % that was less than B, but high enough so that
c)
the student had some hope of passing
his year.
The record of each student who fit the above mentioned criteria was
reviewed by a counsellor.
If there was ro evidence of unusual exam tension in
the student's history, his name was deleted from the list.
A counsellor
interviewed the remaining students and the list wos further reduced to those
who felt that their problem was severe enough to merit participation in a
Of these students only those who received parental consent
remedial program.
p,cticipated in the experiment.
The experiment was divided into 2 sections*.
Study A
students in grades 9 - 12
-
Study B
students in grade 13
-
* In the Onta-io School System Grade 13 is for students planning to attend
There is a special curriculum and province-wide exams at the end
university.
of the year, whereas exams for students in grades 9
12 are set by individual
c-hooIs.
5.
Within each school Ss were assigned randomly to one
Study A:
of the three treatment groL.s (relaxaiion, desensitization and control).
There vies a total of 33 Ss in each of the three treatments.
For purposes
of analysis the four.schools were grouped logeiher.
Debilitating lest anxiety,
facilitating test anxiety,
manifest anxiety, and grade point average were
measured both prior to and after complelion of the treatments.
Grade point
average was divided into 3 compoQents:
languages and social sciences,
1)
2) maths and sciences, and 3) non-academic subjects.
The second study included only Ss in grade 13. There
Study B:
were 2 groups, desensitization and control.
Fifteen Ss were randomly assigned
The same anxiety
to the desensitization and control groups as in study A.
and academic variables were observed before and after complet!on of the
programme.
Counsellor Training
After a careful screening proce'dure, four counsellors who were
university graduates with
teaching experience were hired to administer the
The counsellors were given a seven-day training period
remedial programme.
which included a theoretical overview and several daily practice sessions.
Procedure
Small groups
One counsellor was assigned to each of four schools.
of two io four students were scheduled according to their timetables.
Males
and femal2s met in separate groups.
In three schools Ss met daily for twenty-
minute sessions while in the fourth school there were two twenty-minute sessions
per day.
All students were encouraged to practice regularly at other times
It was impossible to keep an accurate record of whether Ss
:If the day.
co-operated in this regard.
--
_
6.
The romedial programme was started six weeks prior to the final
Students were also encouraged
exams and continued until the exams began.
to meet with their counsellors for a relaxation session at the start of
Each S was
each exam, although,
in many cases, this was not possible.
S's grade-point
retested during the exam week with the AAS & the MAS.
/
Ss whc participated
for the fina: examinations was also recorded.
in the remedial programme were piven an opportunity to assess the project
and their counsellor through a confidential questionnaire.
7.
1
.
REMEDIAL PROGRA.'4E
end 2
Pretraining - Days
Stage
1
1
dPSPnifization conditions learned
Ss in both the relnxnti^n nnri
continued
They began with their feet and
to relax while lying on floor mats.
2
of
S was trained to think
their face
in sequential order finishing with
.
tensed and
the strain when the muscles were
the muscle group, be aware of
These
relc.xation as tensing was eased.
to concentrate on the feeling of
of kinesthetic feedback.
exercTses were designed to build up a sense
Days 3 to 5
Relaxation
Stage 11
except that the
the same as stage
The procedure of stage 11 was
1
Ss learned to relax their
excluded.
tensing portion of tho exercises was
without tensing them first.
order as stage
muscles in the same sequential
I
practice
in stage II was given additional
Any S who had difficulty relaxing
used in stage
If necessary, the tensing exercises
basis.
I
on an individual
continued with the stage II
Ss in the relaxation condition
were repeated.
minor variation
of the experiment(with a
procedure throughout the remainder
condition
the desensitization
that is described in stage IV) whereas Ss in
moved onto stage III and
IV.
of the Clarke
appreciation to Douglas Quirk
' We would like to express our
1
The
advice.
for his assistance and
Institute of Psychiatry, Toronto,
designed by
schools was adapted from tapes
training procedure used in the
be
tapes used in this study can
The modified version of the
Mr. Quirk.
Ontario Institute for
of this paper at The
obtained by contacting authors
Studies in Education, Toronto.
muscles; thigh
arches of the feet; calf
2. The muscle clusters were:
back and upper
muscles; back musclas; front,
muscles; stomach and abdomen
wrist; hand and neck;
and lower arm muscles;
shoulder muscles; upper arm
throat.
forehead; eyes; lips and
8.
Days 6 to 20
Desensitization
Stage III
On the 6th day of training Ss in the desensitization condition
wPrP prpcented with thA anyiety hiArarchy items.
Everyone used a standard
hierarchy.
In the desensitization groups, the counsellor devoted the first
ten minutes of each session to the stage 11 relaxation procedure, and the
An item
last ten minutes to the presentation of items from the hierarchy.
After Ss were completely relaxed
was presented in the following manner.
the counsellor verbal!y described the item and asked Ss to imagine the
To make the image more vivid Ss closed thelr eyes.
situation it described.
The item description was followed by regularly spaced relaxation-inducing
Each item was presented several times, often with slightly
statements.
different wording to prevent monotony and to provide a more accurate
description.
If upon presentation of an item, S felt himself tensing, he was
When this happened the counsellor reverted
asked io lift his forefinger.
Subsequent items
of the treatment until Ss totally relaxed.
to stage
11
desensitized to
were not commenced until all members of the group had been
previous items.
The first four items in the hierarchy were prescInted on days 6
On days 8 to 20 one item was covered daily.
and 7.
Continued Desensitization - Days 21 to 30
Stage IV
From day 21 to 30 the remaining items in the hierarchy were
Since these latter items usually elicited more anxiety, a new
presented.
one was initiated approximately every other day.