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The Relationship between a Self-Regu...

McCoy, Candice Sue.

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The Relationship between a Self-Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship between a Self-Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement./
Author:	McCoy, Candice Sue.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	131 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22583876
ISBN:	9781088342183

The Relationship between a Self-Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement.
McCoy, Candice Sue.

The Relationship between a Self-Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 131 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--Northcentral University, 2019.

This item must not be sold to any third party vendors.

This study addressed the test anxiety eleventh and twelfth graders often experience. Test anxiety impedes their academic achievement on online high-stakes reading assessments required to graduate. Students who do not graduate with a diploma are more likely to be involved in criminal behavior, take drugs, and develop mental health issues which negatively impacts global society. The study was designed to determine if providing self-regulation techniques to address test anxiety improved test results. The theoretical framework in this study was based on self-regulation theory. The Quick Coherence Technique (QCT) developed by HeartMath Institute was used to determine the extent of the relationship between the Quick Coherence Technique (QCT) and eleventh and twelfth graders' academic achievement on an online high-stakes practice reading assessment. In this study, students were divided into two groups. The students in Group 1 received the QCT while the students in Group 2 did not receive the self-regulation technique. The central tendencies (mean, median, mode) and variance (range, standard deviation) for the groups, using the pre-test and post-test data from an online high-stakes practice reading assessment, were identified. The independent variable was the QCT. The dependent variable was the academic achievement scores on the online practice reading ACT pre-test and post-test taken on the USA Testprep an online web-based technology platform. The results demonstrated that after the 20-day period of the students practicing the QCT, a positive relationship was found between and student academic achievement from the pre-test to the post-test. The findings from this study provide support for using a self-regulation technique to assist in increasing academic achievement for students who are at risk of not graduating with a high school diploma because they could not meet proficiency on the high-stakes reading assessment. A recommendation for future research would be to replicate this study in a high school setting with a larger sample size.

ISBN: 9781088342183Subjects--Topical Terms:

2122779
Secondary education.

The Relationship between a Self-Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Vance, Joanna.
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520 $a This study addressed the test anxiety eleventh and twelfth graders often experience. Test anxiety impedes their academic achievement on online high-stakes reading assessments required to graduate. Students who do not graduate with a diploma are more likely to be involved in criminal behavior, take drugs, and develop mental health issues which negatively impacts global society. The study was designed to determine if providing self-regulation techniques to address test anxiety improved test results. The theoretical framework in this study was based on self-regulation theory. The Quick Coherence Technique (QCT) developed by HeartMath Institute was used to determine the extent of the relationship between the Quick Coherence Technique (QCT) and eleventh and twelfth graders' academic achievement on an online high-stakes practice reading assessment. In this study, students were divided into two groups. The students in Group 1 received the QCT while the students in Group 2 did not receive the self-regulation technique. The central tendencies (mean, median, mode) and variance (range, standard deviation) for the groups, using the pre-test and post-test data from an online high-stakes practice reading assessment, were identified. The independent variable was the QCT. The dependent variable was the academic achievement scores on the online practice reading ACT pre-test and post-test taken on the USA Testprep an online web-based technology platform. The results demonstrated that after the 20-day period of the students practicing the QCT, a positive relationship was found between and student academic achievement from the pre-test to the post-test. The findings from this study provide support for using a self-regulation technique to assist in increasing academic achievement for students who are at risk of not graduating with a high school diploma because they could not meet proficiency on the high-stakes reading assessment. A recommendation for future research would be to replicate this study in a high school setting with a larger sample size.
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