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Teaching college students better learning skills using self-hypnosis

D M Wark1

  • 1University Counseling and Consulting Services, University of Minnesota, Minneapolis 55455, USA.

The American Journal of Clinical Hypnosis
|April 1, 1996
PubMed
Summary
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Self-hypnosis training improved college students' learning skills. Students with higher imagination scores showed the most significant GPA increases after the course.

Area of Science:

  • Psychology
  • Educational Psychology

Background:

  • Self-hypnosis is a technique for self-induced altered states of consciousness.
  • Efficient learning skills are crucial for academic success in college students.

Purpose of the Study:

  • To investigate the effects of a 10-week self-hypnosis course on college students' learning skills.
  • To determine the relationship between baseline creative imagination and academic improvement.

Main Methods:

  • 51 college students participated in a 10-week efficient learning skills course.
  • Participants were administered the Creative Imagination Scale (CIS) and trained in self-hypnosis.
  • Students practiced self-hypnosis with personal suggestions for studying and reported session depth and satisfaction.
  • Academic performance (GPA) was tracked before, during, and after the course.

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Main Results:

  • Student satisfaction and reported depth of hypnosis indicated consistent engagement throughout the course.
  • Statistical analysis revealed that students with higher CIS scores had lower initial GPAs.
  • These students demonstrated the greatest academic improvement during the course and a significant GPA increase in the subsequent quarter.

Conclusions:

  • Self-hypnosis training can be an effective intervention for enhancing learning skills in college students.
  • Creative imagination may be a predictor of potential academic gains through self-hypnosis interventions.
  • Further research could explore the long-term impact and specific mechanisms of self-hypnosis on academic achievement.