Abstract: This paper compared the efficiency of EMG and thermal biofeedbackand that of the combinations of biofeedback and autogenic training inreducing test anxiety. 48 high-school students who were going to joinuniversity entrance exams were selected according to their state-anxietyscores of State-Trait Anxiety Inventory(STAI). All Ss were assignedrandomly into 6 groups with 8 students in each group: Group 1. EMGfeedback plus sutogenic training; Group 2. EMG feedback only; Group3. thermal feedback plus autogenic training; Group 4. thermal feedbackonly; Group 5. false feedback, Group 6. training-delayed. 40 Ss in thefirst 5 groups received 4 separate 30-minute training sessions everyday.The changes of EMGs and tempertures and the state-anxiety scores ofSTAA in stressful situations before and after training were recordedand compared. The results showed that biofeedback training, both EMGand thermal. were effective in reducing anxiety,that the combinationsof biofeedback and autogenic training seemed to be more effective, thatfalse feedback training was no more effective than no training and thatthe most anxious Ss benefited most from the training in so far as thestate-anxiety scores were concerned.

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