The effects of guided imagery exercises on perceived academic self-efficacy

grantor: University of TorontoIn this study, the effects of guided imagery exercises on self-identified low achieving postsecondary students' perceived academic self-efficacy (PASS) were examined, as well as its effects on study skills and anxiety. Also examined was whether participants with high imagery ability (i.e., ability to have vivid, controllable imagery) would be better able to enhance PASE through imagery and relaxation exercises than low imagery ability participants. One hundred and four participants were randomly assigned by class to an imagery, a relaxation, or a comparison group. Participants in all groups identified self-limiting academic beliefs and discussed study skills. Relaxation and imagery participants were taught and encouraged to use diaphragmatic breathing, autosuggestion, and relaxing imagery. Imagery participants also imagined successfully coping with academic situations in which they presently had doubts, whereas relaxation participants also engaged in a muscle relaxation exercise. Weekly, participants estimated their PASE using an adaptation of Bandura, Adams, and Beyer's (1977) procedure. At pre- and posttreatment, participants completed the Learning and Study Strategies Inventory (LASSI)(Weinstein, Schulte, & Palmer, 1987) and the State-Trait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1968). Imagery ability was assessed through the Questionnaire on Imagery Control (Lane, 1976). Imagery participants had significantly larger increases in PASE magnitude than comparison participants ('p' < .001) and higher pretreatment-corrected posttreatment PASE strength than relaxation participants ('p' = .009). The comparison group had significantly lower pretreatment-corrected posttreatment PASS strength than the combined relaxation and imagery groups ('p' <.001). Imagery participants had significantly lower pretreatment-corrected posttreatment anxiety ('p' = .004) than comparison participants. The treatment groups did not significantly differ on study skill use. Finally, more high imagery ability participants enhanced PASE magnitude than low ability participants ('p' = .042). However, ability groups did not significantly differ on PASE strength. Considering the imagery participants' success in enhancing PASE and lowering anxiety, guided imagery may have considerable promise as an academic tool. The importance of imagery ability received less support.Ph.D