Managing Test Anxiety and its influences on academic achievements using Neuro-Linguistic Programming (NLP) among College Students - Follow-up Study | ||||
| Journal of Applied Sports Science | ||||
| Article 5, Volume 12, Issue 1, June 2022, Page 38-45 PDF (533.6 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jass.2022.121903.1076 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Mohammed Fakehy  
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| King Saud University - College of Sport Sciences and Physical Activity | ||||
| Abstract | ||||
| Background: Test anxiety was shown to have negative debilitating effects on IQ/aptitude tests and eventually leads to poor academic performance and low motivation. Thus, in this current study, we are trying to explore the influence of Neuro-Linguistic Programming (NLP)interventions on management of academic achievements among Sport and Physical Activity students with anxiety King Saud University, Riyadh, Kingdom of Saudi Arabia. Methods: A follow-up design was utilized to measure the effects of NLP treating program on anxiety and grade point average (GPA) academic achievements among40 male university students with mild and moderate anxiety. Students with mild and moderate anxiety scores were subjected to NLP training strategies for 3 months (24 units; 2units /week). Each unit lasting for 40-60 minutes. Academic achievements of students were measured as grade point average during four academic terms (T1—T4). Results: The data showed significant difference in the levels of anxiety and GPA scores in students with moderate anxiety compared to those with mild scores. Compared to pre-test results, post-NLP training results showed significant reduction in the average scores of test anxiety and improved GPA scores among both students with mild and moderate anxiety, suggesting positive influence of NLP in improving anxiety, physiological, and mental parameters of students to achieve more academic scores (GPA). Conclusion: The NLP program had a highly positive influence in reducing test anxiety and undesirable biological changes as well as improving GPA of students suffering with mild to moderate anxiety scores. | ||||
| Keywords | ||||
| Test anxiety; Grade point average; Neuro- Linguistic | ||||
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