Hypothesis: Students would benefit from both self-esteem and internal control interventions. One intervention may prove more helpful than the other.

  Level 1: No message (control group)  Level 2: Internal control message (You will be responsible for your own performance in this course.)  Level 3: Self-esteem bolstering message (stressed the importance of maintaining high self-esteem) Independent Variable

  The main dependent variable was the grade that each student received on the final exam. This would show whether or not each level of the independent variable worked. Dependent Variable

  86 students who received Cs, Ds, and Fs during their academic careers.  Recruited by the experimenter by asking them to take part in a study concerning the use of . Participants

  Conducted over  The participants were randomly assigned to one of the three aforementioned groups.  They would receive a message, or not receive a message, depending on which group they were in.  Duration: 6 weeks Procedure

  Self-esteem bolstering group: Great drop in grades between the midterm and final exam.  Internal control group: No significant change in grades.  No message (control) group: No significant change in grades. Results

  Boosting self-esteem may lead to a person adopting an arrogant attitude.  Perhaps the participants thought very well of themselves, regardless of their low grades.  Internal control: neglected going to lecture because they felt they had full control over their performance.  Self-esteem should not be bolstered independent of academic success.  Internal control over academic success should be accessed in light of actual performance. What does this mean?

Hypothesis: The participants would report better study habits and less test anxiety.

  Level 1: Teaching group- Find a friend, roommate, or sibling who would be their pupil in study skills.  Level 2: Nonteaching group- Did not teach anyone about the study skills program. Independent Variable

  The dependent variables are the scores the participants received when completing the Study Skills Inventory, Survey of Study Habits and Attitudes, and the Suinn Test Anxiety Scale. Dependent Variable

  30 university students who responded to a letter, posters, or radio announcements describing the study skills program.  Average age: years  19 male, 11 female  22 of the 30 were freshmen Participants

  Prior to the Study Skills program, the participants were asked to complete the previously mentioned surveys.  Participants were randomly assigned into the two groups and attended the study skills program.  After the program, each participant completed the same three surveys again.  Duration: 4 weeks, each group met twice per week. Procedure

  Study Skills Inventory and Study Habits Survey: Increased scores after the program. Participants in the teaching group showed a higher gain.  Suinn Test Anxiety Scale: Less test anxiety following the program.  Only 6 times was it reported that those in the teaching group failed to teach their pupils some of the information from the sessions. Results

  Increase on the scores of the Study Habits Survey and Study Skills Inventory: Came from the study skills program. The teaching group had a higher gain than the nonteaching group. They felt more responsible for learning the skills because they had to teach another.  Decrease on the Suinn Test Anxiety Scale: The program focused on behaviors that could alleviate this anxiety (setting goals to facilitate on-task behavior, concentration, effective test-taking practices, etc. What does this mean?