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The effects of EMG-assisted relaxation training on the academic performance, locus of control, and self-esteem of hyperactive boys

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Abstract

This study investigated effects of EMG-assisted relaxation training on the academic performance, locus of control, and self-esteem of hyperactive junior high school-age boys. Twenty-four subjects each were randomly assigned to the treatment and control condition. Treatment consisted of six 20 to 25-minute sessions conducted biweekly. Pretreatment frontalis EMG, math, reading, and language performance, locus of control, and self-esteem were assessed for both groups. Outcome measures were again obtained on these dependent variables 2 weeks after the last treatment session. Experimental subjects demonstrated significantly higher posttreatment reading and language performance. Math performance gain did not reach statistical significance. A significant internal shift in locus of control was observed; however, self-esteem did not improve to that level. These outcomes correlated with significantly lower posttreatment frontalis EMG in the experimental group. EMG level did not change during the course of this study for control subjects. Implications of these findings are discussed in terms of existent research.

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Authors and Affiliations

  1. University of Houston, Central Campus

    Kathryn M. Denkowski & Michael M. Omizo

  2. Texas Department of Mental Health and Mental Retardation, USA

    George C. Denkowski

Authors
  1. Kathryn M. Denkowski
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  2. George C. Denkowski
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  3. Michael M. Omizo
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Denkowski, K.M., Denkowski, G.C. & Omizo, M.M. The effects of EMG-assisted relaxation training on the academic performance, locus of control, and self-esteem of hyperactive boys. Biofeedback and Self-Regulation 8, 363–375 (1983). https://doi.org/10.1007/BF00998746

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