| The purpose of this study was to examine the roles of language ability, gender, and socioeconomic status in the Rational Emotive Education (REE) approach to test-anxiety reduction.;A significant three-way interaction between low socioeconomic status, low language girls in REE produced significant results at the .01 level (F(,1,22) = 12.873). The significant effects are attributed to the interaction of language, sex, and SES rather than treatment alone. Acceptance of these results is viewed with caution, primarily due to the small sample (N = 6) of this interaction effect.;When boys, with high language ability from high socioeconomic status schools in REE treatment, were compared with their low language counterpart, boys with low language were significantly lower at the .003 level in test anxiety (F(,1,29) = 10.310, P < .003). Further research is recommended in sorting out the role of language in Rational Emotive Education. Hypothesis I was rejected.;A four-way ANOVA was applied to assess group differences as measured by the Test Anxiety Scale for Children (TASC). No significant statistical difference in test anxiety was found between the REE group, attention control group, and the no-treatment control group. Hypothesis II was not rejected.;The following null hypotheses were tested: (1) In REE there will be no difference in test-anxiety reduction between subjects who have high and low language ability. (2) There will be no difference in test anxiety among subjects in REE, the attention control group, and the no-treatment group. (3) There will be no difference in test-anxiety reduction among subjects from high or low socioeconomic status schools in the REE group, the attention control group, and the no-treatment group. (4) There will be no difference in the test-anxiety reduction among male and female students in the REE group, the attention control group, and the no-treatment control group.;No significant statistical main effect was found for socioeconomic status among the REE group, attention control group, and no-treatment control group. Hypotheis III was not rejected.;A statistically significant main effect for gender was found at the .01 level in two group comparisons. Low-language girls in low socioeconomic status schools had significantly less test anxiety than their male counterparts in the REE group (F(,1,19) = 23.261). High-language girls in low socioeconomic status schools had significantly less test anxiety than their male counterparts in the attention control group (F(,1,39) = 9.450). Hypothesis IV was rejected. (Abstract shortened with permission of author.). |
