Document Type


Publication Date

January 2011


This study examined the relationship between perceived test anxiety and ACT scores. Participants included 58 high-school students (21 males, 37 females), preparing for the ACT’s. The experimental group received relaxation and deep breathing training to help manage their test anxiety. Results showed that while no significant differences were found among ACT scores between the experimental and control groups: post-test scores on an anxiety scale did reveal a significant difference. Implications of findings are discussed.

Included in

Education Commons