Two hypnotic procedures and their respective effects on test anxiety and academic performance

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dc.contributor.advisorDe Vos, H. M.en_ZA
dc.contributor.authorBrennan, Catherine Valerieen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychologyen_ZA
dc.date.accessioned2012-08-27T11:37:13Zen_ZA
dc.date.available2012-08-27T11:37:13Zen_ZA
dc.date.issued1997-12en_ZA
dc.descriptionThesis (MA)--University of Stellenbosch, 1997.en_ZA
dc.description.abstractENGLISH ABSTRACT: This study determined the effect of two self-hypnotic techniques (Nell's and the clenched fist technique) on test anxiety and academic performance. The most effective technique was when determined by comparing the two self-hypnotic interventions with regard to reducing test anxiety as well as improving academic performance. The subjects for the study were volunteer test-anxious students from the first- and second-year Psychology classes at the University of Stellenbosch. Changes in test anxiety and academic performance were measured by means of the Suinn Test Anxiety Behavior Scale (STABS) and the Test Anxiety Scale (TAS), and the mid-year and year-end exam results. The pretest and post-test means were compared amongst the first year and second year, and first and second year subjects combined. According to the results of the t-tests there was significant reduction in test anxiety for both techniques for all year groupings. Academic performance increased significantly for both interventions for second year subjects. The academic performance of the first and second year group combined also increased significantly after the application of Neil's technique. There was however no significant increase in academic performance for the first and second year students groups combined that were exposed to the clenched fist technique. Inspite of these differences the two interventions were equally effective with regard to their influence on the academic performance. Differences with regard to technique efficacy for the first versus second year subjects were also not significant. The value of self-hypnotic and particularly short hypnotic intervention to decrease test anxiety and in certain instances to increase academic performance was indicated. en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die studie het die effek van twee selfhipnotiese tegnieke ondersoek (Nell se tegniek en die gebalde-vuis tegniek), op toetsangs en akademiese prestasie. Die mees efektiewe tegniek is bepaal deur die twee tegnieke te vergelyk met betrekking tot die vermindering van toetsangs en die verbetering van akademiese prestasie. Die proefpersone wat aan die studie deelgeneem het, was vrywillige eerstejaar- en tweedejaarstudente verbonde aan die Departement Sielkudne van die Universiteit van Stellenbosch. Die proefpersone het toetsangs geopenbaar. Veranderinge in toetsangs en akademiese prestasie is deur middel van die Suinn Test Anxiety Behavior Scale (STABS), Test Anxiety Scale (TAS), middeljaar- en eindjaar-eksamen resultate gemeet. Die voortoets- en natoetsgemiddeldes is vergelyk tussen die eerste jaar en tweede jaar, en eerste en tweede jaar vakke gekombineer. Volgens die resultate van die t-toetse was daar beduidende vermindering in toetsangs vir beide tegnieke vir alle jaargroepe. Akademiese prestasie het aansienlik toegeneem vir beide intervensies vir tweedejaarsvakke. Die akademiese prestasie van die eerste en tweede jaar groep gekombineer het ook aansienlik toegeneem na die toepassing van Neil se tegniek. Daar was egter geen noemenswaardige toename in akademiese prestasie vir die eerste- en tweedejaarstudentegroepe gekombineer wat aan die gebalde vuis-tegniek blootgestel is nie. Ten spyte van hierdie verskille was die twee intervensies ewe effektief ten opsigte van hul invloed op die akademiese prestasie. Verskille met betrekking tot tegniekdoeltreffendheid vir die eerste versus tweede jaar proefpersone was ook nie betekenisvol nie. Die waarde van selfhipnotiese en veral kort hipnotiese intervensie om toetsangs te verminder en in sekere gevalle om akademiese prestasie te verhoog, is aangedui.af_ZA
dc.description.versionMastersen_ZA
dc.format.extent118 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/55773en_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshHypnotism -- Therapeutic useen_ZA
dc.subject.lcshTest anxietyen_ZA
dc.subject.lcshAutogenic trainingen_ZA
dc.subject.lcshAcademic achievementen_ZA
dc.subject.lcshUCTDen_ZA
dc.titleTwo hypnotic procedures and their respective effects on test anxiety and academic performanceen_ZA
dc.typeThesisen_ZA
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