Comparison of individualized covert modeling, self-control desensitization, and study skills training for alleviation of test anxiety.

Abstract

This study assessed the comparative efficacy of individualized covert modeling combined with study skills training, self-control desensitization combined with study skills training, and study skills training alone as treatments for test anxiety. Forty-eight test-anxious students were randomly assigned to one of the three treatment conditions or to a waiting-list control group. All treatment groups met for eight 1-hour sessions. The assessment of test anxiety was made on the basis of self-report measures administered prior to treatment and at the completion of treatment. Academic performance was measured by grade point average. At posttest, all treatment groups were significantly better than waitinglist controls on one or more of the dependent measures employed. Individualized covert modeling and self-control desensitization both substantially reduced self-reported test anxiety. However, the individualized covert modeling group was the only treatment group that showed significant improvement in academic performance. A replication of the individualized covert modeling procedure produced similar positive results.