Relaxation training produced a significant pre-to-post reduction in test anxiety among third-grade students in the experimental group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2010 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Both experimental subgroups showed significant pre-test to post-test decreases in Westside Test Anxiety Scale scores after five weeks of relaxation training. → 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
Quasi-experimental pre-post study of third graders at two Midwestern public elementary schools; the experimental group (partitioned into two subgroups, N = 124 total) received relaxation training. The article reports "significant differences between the pre-test and post-test means" for both subgroups, with t(55) = 2.24, p = .029 and t(67) = 4.07, p = .000.
"For both experimental subgroups, significant differences between the pre-test and post-test means were found (t(55) = 2.24, p = .029 and t(67) = 4.07, p = .000, 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
- Post-test test-anxiety scores did not differ significantly between the relaxation-trained subgroups and the control group — related
- In the private-school experimental group only test anxiety changed significantly from pre-test to post-test, decreasing; pre-post differences on the other motivation dimensions were not statistically significant — a narrower finding that bears on this claim
- Self-efficacy and performance goal motivation did not change significantly in any of the three groups — related
- The three teaching methods showed no significant post-test differences on the other five SMTML motivation dimensions — related
- The experimental group's anxiety control changed significantly from pre- to post-treatment while the control group's did not — related
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