The effectiveness of cognitive - behavioral training on reducing of test anxiety

Document Type : Scientific Articles

Authors

1 educational psychology department, semnan university

2 educational psychology department, Semnan university

Abstract

 
 
Introduction: Test anxiety is the major factor for academic drop and weekness of students' knowledge in primary schools. This study aimed to investigate the effectiveness of cognitive-behavioral training on reducing of students’ test anxiety. Methods: The research method was experimental namely pretest-posttest with control group. The study population was all male first to third grade students in Sanandaj city. A total of 60 students selected by cluster random sampling method and randomly divided into two groups of 30 students for each group. Sarason test anxiety questionnaire was administered in both groups. The experimental group was under 12 sessions training with cognitive – behavioral method. The control group received no intervention. Results: cognitive- behavioral training was effective on reducing of test anxiety (F= 13/987, P< 0/001, Effect Size=0/31). Conclusion: The training by cognitive - behavioral approach is effective on reducing of anxiety. This method could be applied in clinics for improving of students' academic performance.

Bonaccio, S., & Reeve, C. L. (2010). The nature and relative importance of student’s perceptions of the sources of test anxiety. Learning and Individual Differences, 20(6), 617-620.
Chen, C., Chun, L., Hong, W., Jion, J. O., Jion, S. Z., & Xiao, P. W. (2014). Cognitive behavioral therapy to reduce overt aggression behavior in Chinese young male violent off. Aggressive Behavior, 40(4). 329-336.
Clark, p. (2010). Preventing future crime with cognitive behavior therapy. Journal National Institute of Justice, 265, 22-25. 
Davis, W., & Lysaker, L. (2005). Cognitive behavioral therapy and functional and met cognitive outcomes in schizophrenia: a single case study. Cognitive Behavioral Practicing, 12(4), 468-478.
Ergene, T. (2003). Effective intervention on test anxiety reduction a meta-analysis. School Psychology Intervention, 3(24), 313-328.
Gregor, A. (2005). Examination anxiety: live with it, control it or make it work for you?. School Psychology International, 5(26), 617-635.
Hays, P. A., & Iwamassa, G. Y. (2006). Culturally responsive cognitive behavioral therapy: assessment, practices and supervision. Washinggton DC: American Psychological Association.
Hayes Skelton, S. A., Usmani, A., Lee, J. K., Roemer, L., & Orsillo, S. N. (2012). A fresh look at potential mechanisms of change in applied relaxation for generalized anxiety disorder: a case series. Cognitive Behavioral Practies, 19(3), 451- 463.
Hazlett Stevens, H. (2008). Psychological approaches to generalized anxiety disorder: a clinician’s guide to assessment and treatment. New York: Springer.
Hong, E. (2000). Differential stability of individual differences in state and trait test anxiety. Learning and Individual Differences, 1 (10), 51-69.
Hudesman, J., Loveday, C., & Woods, N. (1984). Desensitization of test anxious urban community college students and resulting changes in grande point average. Journal of Clinical Psychology, 40(1), 65-67.
Hunsley, J. (1987). Internal dialogue during academic examination. Cognitive Therapy and Research, 6(11), 653-664.
Kazdin, A. E. (2000). Encyclopedia of psychology. Washington DC: American Psychological Association.
Kennedy, D., & Doepke, K. J. (1999). Multicomponent treatment of a test anxious college student. Education and Treatment of Children, 22(2), 2017-2030.
Lau , y. W., Chan , Y. K. C., Li , H. C. J., & Au ,F. K. T. (2010). Effectiveness of group cognitive behavioral treatment for childhood anxiety in community clinics. Behaviour Research and Therapy, 11(48), 1067-1077.
Lohaus, A., & Klein Hessling, J. (2003). Relaxation in children: effects of extended and intensified training. Psychology and Health, 18(2), 237-249.
Melnick, J., & Russell, R. W. (1976). Hypnosis versus systematic desensitization in the treatment of test anxiety. Journal of Counseling Psychology, 23(4), 291-295.
Nassau, J. (2007). Relaxtion training and biofeedback in treatment of childhood anxiety. The Brown University Child and Adolescen Behavior Letter, 12(23). 1-7.
Neil, L. A., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 3(29), 208-215.
Nigussie, B. (2011). Efficacy of play therapy on self-healing and enhancing life-skills of children under difficult circumstances: the case of two orphanages in Addis Ababa, Ethiopia. Ethiopian Journal of Education and Sciences, 6(2), 51-56.
Olubusayo, A. (2014). Effect of cognition restructuring on the reduction of mathemathics anxiety among senior secondary school students in ogun state, Nigeria. International Journal of Education andResearch, 2(2), 1-20.
Rajiah, K., & Saravanan, C. (2014). The effectiveness of psychoeducation and systematic desensitization to reduce test anxiety among first-year pharmacy students. Pharma Education, 78(9), 163-189.
Rebecca, C. K. (2015). Effctiveness of cognition behavior therapy for mothers on children with food ahergy: case series. Health Care, 3(4), 1195-1211.
Ronald, S. E. (2010). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of personality and social psychology, 56(2), 228-233.
Saraladevi, K., & Nithiya Amirtham, S. (2013). Cognitive behavior therapy (CBT) and relaxation therapy change psychological and biological variables. International Journal of Innovative Research in Science, 2(5), 1640- 1650.
Senay, I., Cetinkaya, M., & Usak, M. (2012). Accepting test-anxiety-related thoughts increases academic performance among undergraduate students. Psihologija, 45(4), 417-432.
Snyder, A. L., & Deffenbacher, J. L. (1977). Comparison of relaxation as self - control and systematic desensitization in the treatment of test anxiety. Journal of Consulting Psychology, 45(6), 1202-1203.
Stober, J., & Pekrun, R. (2004). Advances in test anxiety research anxiety. Stress and Coping, 3(17), 205-211.
Tryon, G. S. (1980). The measurement and treatment test anxiety. Review of educational research, 50(2), 343-372.
Wong, D. K. F., & poon, A. (2010). Cognitive behavioural group treatment for Chinese parents with children with developmental disabilities in Melbourne, Australia: an efficacy study. Australian and New Zealand Journal of Psychiatry, 44, 742- 749.
Yasin, A.S., & Dzulkifli, M. A. (2009). Differences in psychological problems between low and high achieving students. The Journal of Behavioral Science, 40(1), 49-58.