Degree Name

Master of Science (MS)

Semester of Degree Completion

1981

Thesis Director

William F. Buckellew

Abstract

The primary purpose of this study was to investigate the relationship between anxiety and level of aspiration among college physical education male students.

Thirty-one male physical education students, enrolled in the professional physical education classes at Eastern Illinois University, served as volunteers for the study.

Each subject completed a 40 item Anxiety Scale Questionnaire (ASQ), designed by the Institute for Personality and Anxiety Testing (IPAT), for measurement of anxiety level. The level of aspiration (Loa) scores were obtained from each subject's estimations of scores and performances on the grip strength tests administered.

The scores obtained from the anxiety questionnaire and the level of aspiration scores were used in finding the relationship between anxiety and level of aspiration, using the Pearson Product Moment Correlation.

The t-test was applied in determining if there was any significant difference between the level of aspiration of high and moderate anxiety subjects; between moderate and low anxiety subjects; and between high and low anxiety subjects.

The chi square was used in finding whether the three anxiety groups differ significantly in the estimation of their achievement scores to be above or below their actual scores on the strength tests.

The .05 level of significance was used in determining the significance of all the statistical tests applied in this study.

The results of the study showed that: there is no relationship between anxiety and level of aspiration among Eastern Illinois University college physical education students; there is no difference in the level of aspiration of high and moderate anxiety subjects, and moderate and low anxiety subjects tested. The study showed that a difference exists in the level of aspiration scores of the high and low anxiety subjects tested.

The study showed that there is no difference among the three anxiety groups (high, moderate, and low) in the estimation of the achievement scores to be above or below their actual scores on the strength test.

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