Relaxation and cognitive treatments of anger.

60 undergraduates, selected on the basis of scores on the Trait form of the State-Trait Anger Scale, participated in cognitive and relaxation coping skill interventions for anger reduction or in a no-treatment control. Ss also completed measures such as the State form of the State-Trait Anxiety Inventory and the Beck Depression Inventory. By 4-wk follow-up, cognitive and relaxation groups reported significantly less general anger, physical symptoms of anger, daily ratings of anger, and less state anger and tendency to cope with verbal antagonism in response to imaginal provocations than did controls and did not differ from one another. Constructive coping in the imaginal provocations and trait anxiety showed the cognitive condition improved relative to the control, whereas the relaxation group did not differ significantly from other groups. No between-groups differences were found for personal anger situations, depression, or heart rate and coping via physical antagonism in response to provocations. One-year follow-up revealed maintenance of patterns for general anger and anxiety reduction. Results are discussed in terms of the value of applied relaxation for anger reduction. (12 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)     

Performance, cognition, and physiological responding in test anxiety.

Autonomic (skin conductance and resistance, heart rate, and heart rate variability), self-report (State-Trait Anxiety Inventory and causal attributions of task performance), and performance (modified Stroop Color–Word Test and 8 difficult anagrams) measures of anxiety were collected from 36 test-anxious and 36 non-test-anxious (Test Anxiety Scale) female undergraduates in an analog testing situation under 3 experimental conditions. High-test-anxious (HTA) Ss performed more poorly and reported higher levels of anxious arousal and worry in the analog testing situation than low-test-anxious (LTA) Ss. Also, self-evaluations of test performance made by HTA Ss differed from those made by LTA Ss in being more negative and unrelated to actual test performance. However, HTA and LTA Ss showed virtually identical changes in electrodermal activity and heart rate in response to the stress of the testing situation. Only heart rate variability, which appeared to reflect differences in the cognitive and attentional responses of the test anxiety groups, successfully differentiated HTA and LTA Ss. Results support cognitive formulations of test anxiety and indicate that deficits in information processing associated with test anxiety do not result from maladaptive levels of autonomic arousal. (56 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)     

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)     

A comparison of homogeneous and heterogeneous anxiety management training.

Compared the effectiveness of treating 31 test anxious (Achievement Anxiety Scale) and 25 speech anxious (Personal Report of Confidence as a Speaker) undergraduates in anxiety management training (AMT) groups composed of only test-anxious or speech-anxious Ss (homogeneous AMT) or a mixture of both (heterogeneous AMT). For test-anxious Ss, both forms of AMT significantly reduced state and trait test anxiety compared with controls, these gains were maintained, and Ss had higher psychology grades. Follow-up assessment evidenced nontargeted anxiety reduction for both forms of AMT, but showed that homogeneous AMT Ss reported less anxiety on the Fear Inventory than either heterogeneous AMT or control Ss. For speech-anxious Ss, heterogeneous AMT lowered speech anxiety significantly more and was the only condition to show any evidence of nontargeted anxiety reduction for Ss. Results are discussed in terms of immediate, efficient delivery of anxiety reduction services to a wide range of clients. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior.

Investigated the relation of mathematics anxiety to situationally assessed test anxiety, mathematics performance, physiological arousal, and mathematics avoidance behavior in 23 male and 40 female undergraduates. Ss completed the Mathematics Anxiety Rating Scale, the Mathematics Anxiety Scale, the Anxiety Toward Mathematics Scale, and the Test Anxiety Inventory prior to completing 3 mathematics tasks. During the tasks, heart rate, skin conductance level, skin fluctuations, and avoidance behavior were monitored. Ss also completed the Post-Task Questionnaire, a situational measure of test anxiety, worry, and emotionality. Results indicate that mathematics anxiety measures were more highly rated to each other than to test anxiety. Mathematics anxiety accounted for 14–23% of the variance in 2 tasks, whereas, ability accounted for 30–42%. Rarely, did anxiety add to the variance accounted for by ability. (14 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)     

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)     

Test anxiety and the passage of time.

Conducted 3 experiments with 168 female and 108 male undergraduates to assess the relationship of test anxiety and achievement-oriented instructions to time perception. Ss were rated as high-, middle-, or low-test-anxious using the Test Anxiety Scale. After being given either achievement-orienting or neutral instructions, Ss waited for an undesignated period of time and then performed an intellective task. The dependent measures were Ss' estimates of the duration of the waiting and performance periods and their scores on the assigned task. High-test-anxious Ss' time estimates were significantly greater than the estimates of the other Ss, and their performance was at a relatively low level. Evidence is presented supporting the hypothesis that highly anxious persons under stress experience cognitive interference and preoccupation that makes time pass slowly and results in poor performance. Implications are discussed particularly in terms of the need for training programs capable of fostering improved cognitive skills requiring self-control. (18 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)     

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)     

Rational restructuring versus desensitization with clients of diverse conceptual levels: A test of a client-treatment matching model.

Examined the efficacy of matching treatment orientations differing in structure with clients differing in conceptual level (CL). Theoretically, "matched" conditions (i.e., high-structure treatment with low-CL clients and low structure treatment with high-CL clients) should be more effective than "mismatched" conditions (i.e., high-structure treatment with high-CL clients and low structure treatments with low-CL clients). 59 socially anxious males (as determined by the Social Anxiety Scale) were assessed as either high or low on CL (Paragraph Completion Test) and randomly assigned to rational cognitive restructuring (low structure), systematic desensitization (high structure), or a waiting list control group. After 5 1-hr-per-wk treatment sessions, analyses of the Social Avoidance and Distress Scale, Fear of Negative Evaluation Questionnaire, Behavioral Checklist for Interpersonal Anxiety, and a cognitive response assessment failed to confirm the matching model. Superiority of treatment effects relative to controls was obtained, with rational restructuring emerging as a preferred treatment. Discussion focuses on a comparison of this study with one in which the matching effect was obtained. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond the uniformity myth: A comparison of academically successful and unsuccessful test-anxious college students.

72 college students were administered a battery of tests including the Test Anxiety Scale, Worry-Emotionality Scale, Fear of Negative Evaluation, and Academic Self-Evaluation Questionnaire. Two levels of test anxiety were crossed with 2 levels of academic performance in a factorial design. High-anxious Ss differed from low-anxious Ss on traditional cognitive and somatic indicators of test anxiety, but not on any measure of study or test-taking skills. Ss with high grades, regardless of their anxiety level, scored higher on measures of academic skills than Ss in both "low" performing groups. A measure assessing ability to control negative internal dialog revealed significant differences only between performance groups, implicating cognitive control as a factor influencing academic performance. Expectations that Ss had about the amount of material they needed to know to be prepared for examinations were related to test anxiety, especially among successful but anxious Ss. Implications are noted for designing interventions specifically tailored to the needs of 2 types of test-anxious students: those who perform well in school and those who are less successful. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trait versus state anxiety, authoritarianism and ego threat versus physical threat.

Examined the effects of individual differences (authoritarianism, trait anxiety) and situational factors (ego and physical threat) on state anxiety (A-state). 60 male undergraduates were given Kohn's Authoritarianism-Rebellion Scale, the WAIS Block Design subtest, Endler's S-R Inventory of Anxiousness, and the State-Trait Anxiety Inventory. It was predicted that high and low authoritarian Ss, and high and low trait anxiety (A-trait) Ss would report different amounts of A-state arousal as a function of ego threat. Ss were divided into 2 groups of high and low authoritarians and performed a task under ego-threat (failure) or physical-threat (shock) conditions. A post hoc split of Ss' A-trait scores provided A-state data on high vs low A-trait under threat conditions. Ego threat and physical threat both produced A-state arousal. Physical threat created greater A-state arousal than ego threat for high A-trait Ss. Contrary to W. F. Hodges's 1968 findings, under physical threat high A-trait Ss reported greater A-state arousal than low A-trait Ss. C. D. Spielburger's trait-state anxiety theory is compared with N. S. Endler and J. McV. Hunt's interaction model of anxiety. (French summary) (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group vicarious desensitization of test anxiety.

Examined whether vicarious desensitization, using videotapes and a small group format, could be used as a treatment for test anxiety. 43 test anxious college students were administered the Test Anxiety Inventory and the State-Trait Anxiety Inventory. Ss received either vicarious desensitization, study skills training, or both treatments; there was also a no-treatment control condition. Self-report measures indicated that vicarious desensitization resulted in lower test and trait anxiety than study-skills training alone or no treatment. Academic performance measures, obtained posttreatment and at a 3-mo follow-up, indicated no differential effectiveness. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematics anxiety: Some basic issues.

Investigated 4 considerations about mathematics anxiety (MA): (a) the degree of MA experienced by men and women, (b) the internal consistency and test–retest reliabilities of 3 MA measures, (c) the relationship of MA instruments to each other, and (d) the relationship of MA to test anxiety and its worry and emotionality components. 769 college students' MA was measured by the Mathematics Anxiety Scale (MAS), the Anxiety Toward Mathematics Scale (ATMS), and the Mathematics Anxiety Rating Scale (MARS). Ss also completed the Test Anxiety Inventory. Results indicate nonequivalent internal consistency and test–retest reliability coefficients for the 3 MA measures, with the ATMS having the lowest coefficients. Small but significant gender differences were found on the MARS and MAS. The MA measures were moderately related to each other, and almost invariably, they were more closely related to each other than to test anxiety and its components. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)