Test Anxiety: An Educational Intervention

dc.contributor.advisor Holt, Aimee en_US
dc.contributor.author Benedict, Grace Elizabeth en_US
dc.contributor.committeemember Rust, James en_US
dc.contributor.committeemember Wallace, Monica en_US
dc.contributor.department Psychology en_US
dc.date.accessioned 2014-08-28T18:35:39Z
dc.date.available 2014-08-28T18:35:39Z
dc.date.issued 2014-06-23 en_US
dc.description.abstract The purpose of the current study was to examine the effectiveness of an intervention targeted at reducing test anxiety while improving test-taking skills and study strategies. Specifically, the current study explored the effectiveness of the intervention with a population of university students identified as having learning difficulties through the university's center for students with disabilities. Although not statistically significant, the current study did find meaningful differences (greater than 1 SD) among Test Anxiety Inventory (TAI) pretest and posttest scores for 2 of the 3 participants in the study after 4 weeks of intervention, all participants' self-reported Total TAI scores were lower following intervention. The current study did not find an increase in self-reported learning strategy usage from pretest to posttest among the participants. Additionally, all scores on the summative evaluation were positive. Specifically, participants strongly agreed that they had learned something new, it would benefit them in the future, they were happy with the sessions overall. en_US
dc.description.degree M.A. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4275
dc.publisher Middle Tennessee State University en_US
dc.subject Intervention en_US
dc.subject Study Skills en_US
dc.subject Test Anxiety en_US
dc.subject.umi Psychology en_US
dc.subject.umi Education en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Masters en_US
dc.title Test Anxiety: An Educational Intervention en_US
dc.type Thesis en_US
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