The purpose of this paper is to discuss the effectiveness of incorporating study strategies in a developmental mathematics/college algebra program. Both quantitative and qualitative data were collected through a quasiexperimental methodology. Results show that students reported increases on the Learning and Study Strategies Inventory (LASSI)…

This article investigates the strategies that EFL students used and how they adjusted these strategies in response to various listening test tasks. The test tasks involved four forms of listening support: previewing questions, repeated input, background information preparation, and vocabulary instruction. Twenty-two participants were enlisted and…

Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued…

A group cognitive modification treatment was effective in significantly reducing test anxiety as assessed by (a) test performance, (b) self-reports and (c) grade point average. (Author)

Thirty-six undergraduate psychology students who had high measured test anxiety were randomly assigned to one of three groups: covert reinforcement, placebo control, and no-treatment control. Pretreatment, posttreatment, and follow-up scores were obtained on three criterion measures. The findings supported the use of covert reinforcement for…

Test anxious students were less likely to have effective study habits and more likely to delay academic tasks than those showing low debilitating anxiety. (Editor)

Accelerated massed desensitization and anxiety management training were compared with standard systematic desensitization in terms of reducing self-reported test anxiety in high test-anxious college students. All three treatments significantly reduced test anxiety as compared with a waiting list control group. (Author)

Two groups of college students participated in test-anxiety reduction programs at a Learning Resource Center. One group (six students) participated in systematic desensitization procedures and the other group (17 students) was exposed to study skills methods of reducing test anxiety. Students in both groups were pretested and posttested with the…

Compared relative effectiveness of two multicomponent strategies in the treatment of test anxiety. Test-anxious students were assigned to groups. Within-group changes between pre- and post-testing favored multicomponent treatments. Between groups, both desensitization treatment programs demonstrated significant improvement over no-treatment on…

Results from this study showed that external subjects provided with counseling and systematic desensitization felt that they retained too much control of therapy, while internals generally indicated an optional amount of control in counseling. (Author)

Thirty university students enrolled in an eight-session study skills program. Fifteen subjects were required to teach the contents of each session to a friend, and the remaining 15 subjects constituted an nonteaching control. All subjects reported significantly better study habits following the program. (Author)

Systematic desensitization is described as an effective method for reducing test and speech anxieties in college students. Two standardized hierarchies, one for test anxiety, are presented to minimize problems in hierarchy construction. (Author)

An investigation of self-statements, test anxiety and academic achievement studied 426 college students. Research methodology is defined, demographics and student profiles for both facilitative and debilitative test anxiety are presented, with the resulting findings for each testing component. The student profile for high facilitative test anxiety…

This study compared the effectiveness of systematic desensitization and the directed experience hypnotic technique in reducing self-reported test anxiety and increasing the academic performance of test-anxious undergraduates (N=36). The results are discussed as evidence for systematic desensitization as the more effective treatment in reducing…

This study examined the learning and study practices of postsecondary American Indian/Alaska Native students attending community colleges in the southwest. Using a survey design, students completed the Kagan Matching Familiar Figures Test, the Schmeck, Ribich, and Ramanaiah Inventory of Learning Processes, and the Weinstein, Palmer, and Schulte…