Positive reframing and the test performance of test anxious children
Psychology in the Schools
Volume 28, January 15’91
POSITIVE REFRAMING AND THE TEST PERFORMANCE
OF TEST ANXIOUS CHILDREN
RISE GREENBERG KASS AND JEFFERSON M. FISH
St. John’s University
The present study tested whether the paradoxical technique of positive reframing,
presented in the form of test instructions, could be used to reduce the cognitive
experience of worry and thereby improve the arithmetic test performanc
