Abstract
The purpose of the study was to determine the effects of system aticdesensitization and of initial level of test anxiety on subsequent test anxiety and academic achievement of scholastic probation students. An experimental procedure was employed. Treatment, initial anxiety, and interaction effects were examined by six null hypotheses. The need to test several hypotheses simultaneously made appropriate the implementation of a factorial design. The subjects for the study were second-semester college male freshmen who were on scholastic probation. All were classified as full-time students in the College of Liberal Arts at Texas A&M University during the 1970-71 academic year. A total of 101 students were invited to participate in the study, and were assessed for pre-treatment anxiety. The random assignment of the 65 students who volunteered for the study resulted in 33 students each being members of one of three treatment sub-groups, and 32 being assigned to a no-treatment control group. Thirty-six students did not volunteer for the program. They constituted a second no-treatment control group. Both control groups were comprised of nearly equal numbers of high, medium, and low anxiety subjects, as were the three treatment sub-groups. ...
Werner, Jan Arlyce (1972). Group systematic desensitization of test anxiety in relation to measured changes in scholastic probation students. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -187242.