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Research Library
Publication

The Relationship Between a Self‑Regulation Breathing Technique and Eleventh and Twelfth Grade Students' Academic Achievement

    • Published: 2019
    • Candice Sue McCoy
    • Dissertation, Doctor of Philosophy, Northcentral University School of Education, June 2019.
    • Download the complete paper, click here.

Summary

This proposed study may result in contributing to a potential solution to a problem that interferes with eleventh and twelfth grade students’ academic achievement on online high-stakes reading assessments required to graduate. The QCT could potentially assist eleventh and twelfth grade students at the school site to learn to self-regulate, reduce their test anxiety, and increase their academic achievement. Reingle Gonzalez et al. (2016) postulated test anxiety can prevent students from graduating with a high school diploma. Students, who do not receive a high school diploma struggle with finding employment, have more mental illnesses, and criminal behavior (Reingle Gonzalez et al., 2016). Furthermore, students who do not receive a high school diploma have shorter life expectancy (Reingle Gonzalez et al., 2016). This study could contribute to theoretical research because it could further validate the self-regulation theory and could enhance the trajectory of research in this field; however, most importantly, it could improve students’ academic achievement just by educating adolescents with a non-invasive quick and easy self-regulating technique that can be conducted by any pupil.