Dissertation/Thesis Abstract

Utilizing videotaped self-modeling and functional attributional styles to alleviate test anxiety
by Shahroozi, Shahrokh R., M.A., California State University, Long Beach, 2011, 86; 1504534
Abstract (Summary)

Researchers have described the effects of test anxiety on students and how high-stakes testing situations have exacerbated the problem. Existing treatment options for students with debilitating levels of test anxiety include progressive muscle relaxation, systematic desensitization, and reattribution training. In this study, reattribution training in tandem with videotaped self-modeling of appropriate test-taking strategies was employed, and the combined effect of this treatment on participants was analyzed. Qualitative data was collected through a series of videotaped interviews, open-ended surveys, and two videotaped testing sessions. Quantitative data was collected using an anxiety rating scale (pre- and post-treatment) and analyzed using a paired samples t-test. It was hypothesized that the participants would report feeling more positively about their test-taking experience as a result of the treatment. Post-treatment results suggest that test anxious students felt more at ease and confident in a testing situation, whereas non-anxious students reported little or no benefit.

Indexing (document details)
Advisor: Gamble, Brandon E.
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/03M, Masters Abstracts International
Subjects: Educational psychology
Publication Number: 1504534
ISBN: 978-1-124-99476-5
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