Active, passive, and vicarious desensitization.

Studied 2 variations of desensitization therapy for reducing test anxiety: active desensitization in which the client describes his visualizations of the scenes and vicarious desensitization in which the client merely observes the desensitization treatment of another test-anxious client. 48 undergraduates with high scores on the Test Anxiety Scale (I. G. Sarason, 1972) were assigned to 1 of 6 groups. Active, passive, active-vicarious, and passive-vicarious desensitization groups were compared with relaxation and untreated control groups. Ss were given a battery of pre- and posttreatment measures assessing intelligence and anxiety (e.g., the Fear Survey Schedule). For measures on which desensitization had a significant effect, no significant differences were discovered between either direct and vicarious or active and passive forms of desensitization. The relaxation treatment which emphasized application of one's relaxation skills was effective. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of two short-term desensitization methods in the treatment of test anxiety.

2 short-term desensitization methods, accelerated massed desensitization and anxiety management training, were compared with standard systematic desensitization in terms of reducing self-reported test anxiety in 44 high test-anxious undergraduates. Posttreatment scores on the Suinn Test Anxiety Behavior Scale indicate that all 3 treatment procedures significantly reduced test anxiety as compared with a waiting-list control group. However, self-reported anxiety following treatment for the anxiety management training group was higher than for the standard desensitization and accelerated massed desensitization groups, and the standard desensitization procedure was significantly more effective than anxiety management training. Anxiety management training, a general or nonspecific program for anxiety control, reduced test anxiety with just 1 hr of direct training in counteracting anxiety. It did not, however, reduce other salient fears as measured by scores on a fear survey schedule. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied relaxation as training in self-control.

81 test-anxious (Sarason's Test Anxiety Questionnaire) undergraduates who were high or low in general anxiety (the Trait form of the State-Trait Anxiety Inventory--T-STAI) were treated with 1 of 4 procedures: applied relaxation, systematic desensitization, relaxation only, or no treatment (control). The effectiveness of each procedure both in reducing test anxiety and in generalizing to other fears was assessed with 3 measures of test anxiety (Suinn Test Anxiety Behavior Scale, Wonderlic Personnel Test, and the State form of the STAI) and 3 measures of general anxiety (T-STAI, Institute for Personality and Ability Testing Anxiety Scale, and Geer's Fear Survey Schedule). Results indicate that applied relaxation was more effective in reducing anxiety than both relaxation only and no treatment on 2 of the measures of general anxiety and 2 of the measures of test anxiety, although significant differences between applied relaxation and systematic desensitization were limited to only 1 measure. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of anxiety management training and desensitization in reducing test and other anxieties.

Compared the effectiveness of systematic desensitization (SD) and anxiety management training (AMT) on 22 and 18 college students, respectively, in reducing test anxiety [Test Anxiety Scale (TAS) and Test Anxiety Behavior Scale] and generalizing to other anxieties. Both SD and AMT produced significant reduction of test anxiety, but by follow-up, AMT produced significantly more test-anxiety reduction on the TAS. On one measure of nontargeted anxieties (Fear Inventory) both AMT and SD produced and maintained significant anxiety reduction. However, on the other measure (Trait Anxiety Inventory), AMT reduced anxiety significantly by follow-up, whereas SD produced no change at all. Results are discussed in terms of the superiority and advantages of AMT for remedial and preventive counseling functions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety management training and self-control desensitization—15 months later.

Conducted a follow-up of a study that compared the effectiveness of anxiety management training and self-control desensitization in the reduction of targeted (test) and nontargeted anxieties in 62 college students. Anxiety management training and self-control desensitization groups continued to report significantly less debilitating test anxiety and significantly less nontargeted anxiety than controls on both measures of nontargeted anxiety. No significant differences among groups were found for dismissal for academic reasons or grades. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of personality type in reducing specific anxiety with behavioral and psychodynamic therapy.

Investigated the effects of personality type on the effectiveness of various treatment procedures in reducing test anxiety. 77 undergraduates with high scores on the Test Anxiety Scale (TAS) were identified as extravert or introvert by the Eysenck Personality Inventory. Ss were randomly assigned to insight, desensitization, flooding treatment, and control groups. Ss also completed the Institute for Personality and Ability Testing Self Analysis Form. Analysis of variance assessed difference scores on pre- to postanxiety measures. These methods generally failed to reduce anxiety on most of the measures. The only significant change was on the TAS, on which the introverts demonstrated greater test anxiety reduction than did the extroverts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of anxiety management training and self-control desensitization.

Compared the effects of anxiety management training (AMT) and self-control desensitization (SCD) in reducing targeted (test anxiety) and nontargeted anxieties. Comparisons revealed that AMT and SCD effectively reduced state (worry, emotionality, and state test anxiety) and trait (Debilitating scale of Alpert-Haber Achievement Anxiety Test and test items from the Fear Inventory) debilitating test anxiety and increased facilitating text anxiety (Facilitating scale of the Achievement Anxiety Test) relative to controls. A 6-wk follow-up demonstrated maintenance of debilitating test anxiety reduction. No performance differences were found in analog testing, but Ss receiving treatment had significantly higher psychology grades than those not receiving treatment. Posttreatment findings reveal some nontargeted anxiety reduction for SCD; however, by follow-up both treatments evidenced significant nontargeted anxiety reduction. The results are discussed in terms of remedial and preventive functions met by the self-control interventions; the possibility of treating diverse anxieties within a single AMT group is also considered. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of structured psychodrama and systematic desensitization in reducing test anxiety.

36 students with examination anxiety took part in a study of the effectiveness of structured psychodrama and systematic desensitization in reducing test anxiety. Ss were randomly assigned to psychodrama, desensitization, or no-treatment control groups. All Ss were tested before and after the treatments on the Suinn Test Anxiety Behavior Scale and the Neuroticism scale of the Eysenck Personality Inventory. Results show that Ss in both treatment groups significantly reduced their test-anxiety scores compared with the controls. This was also congruent with gains as tested in vivo. A comparison between the 2 treatments, however, shows no significant differences. Also, there were no statistical differences among the 3 groups in neuroticism either before or after the treatments. It is concluded that the structured psychodrama method is as effective a mode of counseling as systematic desensitization in treating test anxiety. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist warmth and status in the systematic desensitization of test anxiety.

Randomly assigned 20 test-anxious undergraduates (as determined by the Sarason-Ganzer Test Anxiety Scale and the State-Trait Anxiety Inventory) to 4 systematic desensitization conditions, representing 2 levels each of therapist warmth and status. Ratings by treated Ss and independent judges confirmed that the experimental warmth and status manipulations had been successful. Comparisons with 10 untreated, high test anxiety control Ss indicate that treated Ss evidenced significantly greater reductions in both test and trait anxiety. With treated Ss, changes in both test and trait anxiety were greatest in the 2 higher warmth conditions. There were no significant effects of therapist status. Ss ratings of satisfaction with treatment and likelihood of return to desensitization treatment should new problems occur were also highest in the 2 higher warmth conditions. Reasons for the differential effectiveness of the warmth and status factors are discussed. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group systematic desensitization versus covert positive reinforcement in the reduction of test anxiety.

Compared modified versions of systematic desensitization and covert positive reinforcement to a no-treatment control condition in the reduction of test anxiety in 27 undergraduates. Both experimental groups received 8 treatment sessions, and the systematic desensitization group received 2 additional sessions devoted to relaxation training. The 2 treatments were comparable and generally superior to the control group in pretest-posttest and pretest-follow-up changes as measured by the Suinn Test Anxiety Behavior Scale and the Alpert-Haber Achievement Anxiety Test. On an anagrams performance test, the covert reinforcement and control groups were superior to the desensitization group. No significant differences occurred in subjectively experienced anxiety during the performance test. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of EMG biofeedback and relaxation training in the prevention of academic underachievement.

Examined whether 3 techniques commonly used to treat anxiety (anxiety management training, EMG biofeedback, and stress-management training) could be used to prevent the academic underachievement associated with anxiety in college students. 19 anxious freshman women (identified by a test battery that included the Achievement Anxiety Test, Eysenck Personality Inventory, and the State-Trait Anxiety Inventory) each completed 6 sessions of either anxiety-management or stress-management training with live instruction. Additionally, each S received 6 sessions of either EMG biofeedback or taped instruction. All 4 treatment combinations successfully reduced both somatic and cognitive anxiety symptoms. The average GPA of the experimental Ss was significantly higher than that of matched no-treatment controls. These findings suggest that early intervention for academic anxiety may be beneficial. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of cue-controlled relaxation and study skills counseling in the treatment of mathematics anxiety.

36 undergraduates were assigned to 1 of 4 experimental conditions: (a) mathematics study skills training, (b) cue-controlled relaxation, (c) a combined study skills and cue-controlled relaxation treatment, or (d) no treatment. Data from both the self-report and performance domains were collected at pre- and posttreatment and at a 3-wk follow-up (Mathematics Anxiety Scale, Anxiety Differential, Test Anxiety Scale, State-Trait Anxiety Inventory, Digit Symbol Test and Differential Aptitude Test). Results indicate that the study skills condition produced significant improvements on self-reported mathematics anxiety and mathematics performance, and the cue-controlled relaxation and combined conditions led to significant declines in generalized test anxiety. By follow-up, however, cue-controlled relaxation was found to be superior to the other treatments on level of mathematics anxiety and performance. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of electromyographic biofeedback and cue-controlled relaxation in the treatment of test anxiety.

Studied the effect of using electromyographic (EMG) biofeedback to increase the efficacy of cue-controlled relaxation training in the treatment of test anxiety. 40 college undergraduates scoring in the upper third on the Test Anxiety Scale were randomly assigned to 1 of 4 treatment conditions—EMG-assisted cue-controlled relaxation, cue controlled relaxation alone, attention-placebo relaxation, and no-treatment control. Pre–post self-report measures of test anxiety, state anxiety, and trait anxiety (State-Trait Anxiety Inventory) were obtained. In addition, a performance measure (Otis-Lennon Mental Abilities Test) was administered. Ss from the 3 relaxation groups received 6 45-min individual sessions over 2 wks. All treatments were conducted using audiotape recordings. Results indicate that cue-controlled relaxation is effective in increasing test performance for test anxious Ss, that EMG biofeedback does not contribute to the effectiveness of this procedure, and that self-report measures of anxiety are susceptible to a placebo effect. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognition and desensitization in the group treatment of test anxiety.

Assessed the comparative effectiveness of cognitive, arousal reduction, and combined cognitive and arousal reduction treatments for test anxiety. 48 test-anxious volunteers who had scored above 32 on the Debilitating Anxiety scale of the Alpert-Haber Achievement Anxiety Test were assigned randomly to 1 of 2 graduate-student therapists, who provided (a) cognitive therapy, (b) systematic desensitization, (c) a combination of cognitive therapy and systematic desensitization, or (d) a pseudotherapy control procedure. 12 other test-anxious Ss were assigned to a waiting-list control group. Test anxiety was assessed both on self-report measures, in an analog testing situation prior to treatment, at the completion of treatment, and at a 1-mo follow-up. GPA was also used as a measure of academic performance. Results indicate that cognitive therapy was more effective in reducing anxiety in the analog testing situation and improving GPA than other treatment and control procedures. Systematic desensitization, combined systematic desensitization and cognitive therapy, and the pseudotherapy control procedure were not reliably different from one another. Results underline the effectiveness of cognitive therapy in treating test anxiety. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vicarious anxiety: A systematic evaluation of a vicarious threat to self-esteem.

Investigated in 3 studies, Ss' state anxiety arousal in response to an in vivo vicarious threat to self-esteem. In Studies 1 and 2, a total of 70 undergraduates were exposed to a guest speaker who provided the anxiety manipulation. All Ss completed R. Hogan's empathy scale (see record 1969-12966-001), the Adult Norwicki-Strickland Internal–External Control Scale, and the State–Trait Anxiety Inventory. In addition, Ss in Study 2 also completed the Defense Mechanism Inventory. Inboth Studies, correlation and median split analyses indicated that high empathic and low trait anxious Ss reported elevated state anxiety in response to the vicarious threat. When Ss were matched on initial state anxiety, high empathy Ss were found to have experienced vicarious anxiety, whereas Ss low on empathy did not. In addition to replicating Study 1, Study 2 found that the Helplessness factor of locus of control was significantly negatively related to empathy, and the cognitive reappraisal styles of reversal (denial, reaction formation) and projection were related to state anxiety decreases. Study 3 with 14 undergraduates provided evidence for the absence of a confound. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of three methods of reducing test anxiety: Systematic desensitization, implosive therapy, and study counseling.

Administered the Alpert-Haber Achievement Anxiety Test to 39 undergraduates. Finger sweat prints were also included as anxiety measures. Ss were assigned to 4 groups: systematic desensitization, implosive therapy, study counseling, and a no-treatment control group. Groups met for 4 1-hr sessions for 2 wks. Results suggest that systematic desensitization is more effective in reducing debilitating anxiety than either implosive therapy or study counseling and that implosive therapy is more effective than study counseling, which was not significantly different than no treatment. No significant differences between treatments were found on the physiological measure of anxiety, GPAs (compared before and after treatment), or facilitating anxiety. Findings support previous studies comparing desensitization and study counseling. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept change in behavior modification.

Studied changes in self-concept as a function of behavioral treatment for test anxiety. 72 test-anxious (Alpert-Haber Achievement Anxiety Test) undergraduates were randomly assigned to systematic desensitization (SD) relaxation-training only, or no-treatment control conditions. Levels of test anxiety, self-esteem, and self-ideal-self discrepancy are assessed prior to and following treatment. The SD and relaxation treatments were both effective in reducing test anxiety. Ss' ratings of satisfaction with treatment were equivalent in the 2 treatment conditions. SD Ss showed improvement in self-esteem and significant reductions in self-ideal-self discrepancies; however, Ss who received relaxation training only, or no treatment, did not change significantly. This differential effectiveness of the SD and relaxation procedures is discussed in terms of the beneficial effects of imagined successful coping. Comparisons of Ss' changes in test anxiety and in self-concept suggest that an explanation of change based on simple generalization of treatment effects would be sufficient. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)