Post-test test-anxiety scores did not differ significantly between the relaxation-trained subgroups and the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post-test comparisons between each experimental subgroup and the control group were non-significant, so the study's third hypothesis was not supported. → Larson et al. 2010

Evidence¶

Larson et al. 2010¶

Heidi A. Larson, Mera K. El Ramahi, Steven R. Conn, Lincoln A. Estes, and Amanda B. Ghibellini. (2010). Reducing Test Anxiety Among Third Grade Students Through the Implementation of Relaxation Techniques. Eastern Illinois University. https://eric.ed.gov/?id=EJ885222

q2 · i? · causal · r1

Between-group t-test analyses compared each randomly partitioned experimental subgroup with the control group at post-test. The article reports these "yielded non-significant results," t(107) = – 0.79, p = .431 and t(119) = – 0.57, p = .573; the authors state these findings did not support the third hypothesis.

"Post-test differences between the respective experimental subgroups and control group yielded non-significant results (t(107) = – 0.79, p = .431, and t(119) = – 0.57, p = .573, respectively)."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Third-grade control students receiving no relaxation training showed no significant decrease in test anxiety — related
• Relaxation training produced a significant pre-to-post reduction in test anxiety among third-grade students in the experimental group — related