The Effect of Relaxation Techniques on Reducing Test Anxiety and Enhancing Test Performance

ACKNOWLEDGEMENT

I, (Your name), would like to declare that all contents included in this thesis/dissertation stand for my individual work without any aid, & this thesis/dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.

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DECLARATION

I , hereby declare to the best of my knowledge that all the contents of this thesis represent my personal authentic work, and that no such thesis has been previously submitted for any academic examination or any other qualification. Additionally, it is a representation of my own personal opinions, and does not have anything to do with those of the University.

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Abstract

Anxiety is an emotional response or answer set includes: cognitive aspects of subjective or unpleasant character, physical or physiological aspects characterized by a high degree of activation of peripheral observables or motor behaviors that often involve little tight and poorly adaptive. Anxiety symptoms are very different and perhaps the most common consisting of hyperactivity vegetative manifested by tachycardia, tachypnea, mydriasis, shortness of breath, tremors in the limbs, feeling of loss of control or knowledge, sweating, nausea, muscle stiffness, muscle weakness, insomnia, restlessness, difficulty in communication, and obsessive negative thoughts, etc. Considering this, and the results in the tables in appendix, we fail to reject H0= Relaxation Techniques have a positive effect on Reducing Test Anxiety and Enhancing Test Performance, H2= Stress and Test Anxiety are two major contributors of poor performance in tests, H5: There will be a positive significant difference in state Test Anxiety symptom severity scores as measured by the STAI between the experimental and control groups, and H6: Relationship between test Anxiety and performance - reduced test Anxiety will improve test performance.

TABLE OF CONTENTS

ACKNOWLEDGEMENTii

DECLARATIONiii

Abstractiv

CHAPTER 01: INTRODUCTION1

Anxiety Pathological Levels1

Symptoms1

Back ground of the study1

Aim of the research2

Research objectives2

Hypothesis2

Ethical consideration3

Chapter 02: Literature review4

Motivation and stress5

Generalized Test Anxiety disorder6

Case of Test Anxiety Disorder and Role of Cognitive Behavior Model6

The causes and risk factors for generalized Test Anxiety disorder (GAD)8

Cognitive behavioral therapy and generalized Test Anxiety Disorder9

CHAPTER 03: METHODOLOGY10

Overview10

Research Design10

Descriptive Research10

Exploratory Research11

Research Approach11

Research Tool11

Sample size12

CHAPTER 04: RESULT AND DISCUSSION13

Patients with Anxiety Disorder13

Statistical evaluation of results14

TEST 1(Muscle relaxation)14

TEST 2 (Self relaxation)15

Treatment Approaches15

Treatments for Test Anxiety15

Art Therapy16

CHAPTER 05: LIMITATIONS OF THE STUDY18

CHAPTER 06: CONCLUSION AND FUTURE RECOMMENDATIONS19

Casual Video Games19

Quantities results20

References21

Appendix23

SPSS Data23

CHAPTER 01: INTRODUCTION

Anxiety is an emotional response or answer set includes: cognitive aspects of subjective or unpleasant character, physical or physiological aspects characterized by a high degree of activation of peripheral observables or motor behaviors that often involve little tight and poorly adaptive. Anxiety is a very important function related to survival, along with the fear, the anger, the sadness or happiness. Currently an estimated 20.5% or more of the world population suffers from an anxiety disorder, usually without knowing it (Rygh & Sanderson, 2004).

Anxiety Pathological Levels

In advanced modern societies, this innate characteristic of man has developed a pathological and forms, in ...