Thesis
Effects of hypnosis on the academic self-efficacy of first-generation college students
Washington State University
Master of Arts (MA), Washington State University
2004
Handle:
https://hdl.handle.net/2376/234
Abstract
The current study investigated the use of hypnosis as an adjunct for increasing the academic self-efficacy and grade point ave rage (GPA) of first-generation college students. Participants were matched based on receptivity to hypnosis and gender and divided into immediate- and delayed-treatment groups. All participants met with the investigator and were administered the Stanford Hypnotic Clinical Scale (Hilgard & Hilgard, 1983), to measure hypnotizability, and an Academic Self-Efficacy Scale comprised of items from Owen and Froman’s (1988) College Academic Self-Efficacy Scale and Bandura’s “Self-Efficacy for Self-Regulated Learning” subscale (2001). Participants in the immediate-treatment group were exposed to hypnosis with suggestions intended to build academic self-efficacy and taught to use the provided suggestions on their own during self-hypnosis. Thirty-one of thirty-four participants completed the study. One month after the initial session participants were administered the Academic Self Efficacy Scale as a post-test. Increased academic self-efficacy was measured using the Academic Self-Efficacy Scale pre- and post-test. The Academic Self-Efficacy Scale posttest results were first analyzed using an independent t-test, in which no significant difference was found. Further inspection of the data revealed significant differences in pre-test means. T-tests were conducted to analyze within group differences on pre- to post-test scores. The results revealed significant differences between the pre- and posttest scores, indicating a significant increase in academic self-efficacy at post-test for both groups. Further results showed the significant increase in the experimental groups posttest scores as being greater than that of the control group. T-tests were conducted to analyze participants GPA’s before and after the completion of the study. Results showed no significant increase in Fall or Spring GPAs for either the immediate- or delayed treatment groups. Limitations of the study and suggestions for future research on the use of hypnosis to increase academic self-efficacy are discussed
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Details
- Title
- Effects of hypnosis on the academic self-efficacy of first-generation college students
- Creators
- Alisia Rose Caban
- Contributors
- Marianne Barabasz (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525019601842
- Language
- English
- Resource Type
- Thesis