CoChat
Sign Up
Cited by 103Psychological Treatments and AssessmentsEducation, Achievement, and GiftednessStudent Stress and Coping

The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.

Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities

Wachelka, Donald, Katz, Roger C·1999·Journal of Behavior Therapy and Experimental Psychiatry
DOI 10.1016/s0005-7916(99)00024-5
Open this paper in CoChat — free account

Abstract

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.

Overview

Integrity signals

Registry

Crossref · 10.1016/s0005-7916(99)00024-5

Cites

17 of 17 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 17 references

Research works printed but not linked: 3

  1. Nicaise, 1995, Treating test anxiety, Teacher Education and Practice, 11, 65
  2. Sapp, 1994, Cognitive-behavioral counseling: Applications for African–American middle school students who are academically at-risk, Journal of Instructional Psychology, 21, 161
  3. Scruggs, 1988, Are learning disabled students “test-wise”?, Learning Disabilities Focus, 3, 87

Cited by

Sorted by citations

See all 103

Related

Metadata

Authors
Wachelka, D., & Katz, R. C.
Affiliations
University of the Pacific (US)
Corresponding author
Katz, Roger C
Venue
Journal of Behavior Therapy and Experimental Psychiatry
Publisher
Elsevier BV
Published
1999-09
Volume
30
Issue
3
Pages
191-198
ISSN
0005-7916 (ISSN-L)
DOI
10.1016/s0005-7916(99)00024-5
OpenAlex
W2074115475
Cited by
103
References
17
Citations by year
2025: 2 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 9 · 2020: 1 · 2019: 3 · 2018: 4 · 2017: 5 · 2016: 6 · 2015: 5 · 2014: 7 · 2013: 10 · 2012: 9
FWCI
1.81
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of Behavior Therapy and Experimental Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords
test anxiety, academic self-esteem, learning disabilities, cognitive behavioral therapy, progressive muscle relaxation, guided imagery, self-instruction training, study skills, test-taking skills, high school students, university students
MeSH terms
Achievement, Adolescent, Adult, Education, Special, Female, Humans, Learning Disabilities, Male, Middle Aged, Relaxation Therapy, Self Concept, Test Anxiety Scale, Cognitive Behavioral Therapy, Treatment Outcome

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review