Effectiveness of meta-cognitive therapy on of test anxiety in high school girl students of Khorramabad city | ||
| فصلنامه روان شناسی تربیتی | ||
| Volume 17, Issue 62, January 2022, Pages 131-144 PDF (591.53 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22054/jep.2022.7151.1279 | ||
| Author | ||
| Ezatollah Ghadampour* | ||
| Professor of Psychology, Faculty of Literature and Humanities, Lorestan University, Lorestan, Iran. | ||
| Abstract | ||
| Background: Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their performance.Purpose: The purpose of this study was to investigate the effectiveness of meta-cognitive therapy on of test anxiety in high school girl students in Khorramabad city. Methods: The design of the study was quasi experimental with control group in pretest, post-test and follow up. Statistical population was of all girl students in the 1391-92 in Khorramabad city ,that among the them, 40 persons were selected randomly stage. Measuring data tool in this research,were Sarason test anxiety questionnaire and leaf samples demographic information. After the intervention, post-test and after 4 months follow-up tests were performed. Results analysis with software spss- 20 and Statistical analysis of covariance. Results: The results showed that intervention based on therapeutic metacognitive reduce were the 64% test anxiety symptoms at post-test and 62% of these symptoms at follow-up (p<0.01). Conclusion: Based on these findings, can conclude that intervention of metacognitive therapy was effective in reducing symptoms of anxiety and therefore, can use this intervention to reduce symptoms of anxiety in the students. | ||
| Keywords | ||
| test anxiety; girl students; Meta-cognitive therapy | ||
| References | ||
|
ابوالقاسمی، عباس. (1381). بررسی میزان شیوع اضطراب امتحان در دانش آموزان دختر دبیرستانی شهر اهواز و تأثیر روشهای شناختی و رفتاری در کاهش آن، رساله دوره دکتری روانشناسی، دانشگاه شهید چمران اهواز.
ابوالقاسمی، عباس، اسدی مقدم، عزیزه، نجاریان، بهمن و شکرکن، حسین. (1375). ساخت و اعتباریابی مقیاسی برای سنجش اضطراب امتحان در دانشآموزان پایه سوم دوره راهنمایی اهواز. فصلنامه علوم تربیتی و روانشناسی، 3(3)، 61-74.
ابوالقاسمی، عباس، گلپور، رضا، نریمانی، محمد و قمریگیوی، حسین. (1388). بررسی رابطه باورهای فراشناختی مختل با موفقیت تحصیلی دانش آموزان دارای اضطراب امتحان. مطالعات تربیتی و روانشناسی، 10(3)، 5-20.
حیدری، علیرضا، احتشامزاده، پروین و حلاجانی، فاطمه. (1389). رابطه تنظیم هیجانی، فراشناخت و خوشبینی با اضطراب امتحان دانشجویان. یافتههای نو در روانشناسی، 4(11)، 19-7.
زارعی، اقبال، شهنی کرمزاده، مانا و شهنی ییلاق، منیجه. (1390). تأثیر آموزش راهبردهای شناختی و فراشناختی در کاهش اضطراب امتحان و افزایش عملکرد درس علوم تجربی در دانشآموزان دختر سال سوم راهنمایی اهواز. مجله علوم تربیتی دانشگاه شهید چمران اهواز، 6(1)، 67-82.
ولز، آدریان. (1962). راهنمای عملی درمان فراشناختی اضطراب و افسردگی. ترجمه شهرام محمدخانی. (1390). تهران: ورای دانش.
References
Beck, A. T., Emery, G., & Greenberg, R. L. (2005). Anxiety disorders and phobias: A cognitive perspective. Basic Books.
Calvo, M. G., Ramos, P. M., & Estevez, A. (1992). Test anxiety and comprehension efficiency: The role of prior knowledge and working memory deficits. Anxiety, Stress, and Coping, 5(2), 125-138.
Ellis & Hudson, J. L. (2010). The metacognitive model of generalized anxiety disorder in children and adolescents. Clinical Child and Family Psychology Review, 13(2), 151-163.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617-635.
Jain, S. (2006). Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills. ProQuest.
McReynolds, R. A., Morris, R. J., & Kratochwill, T. (1983). Cognition-behavior approaches in educational setting. New York: Guilford Pross.
Myers & Wells, A. (2005). Obsessive-compulsive symptoms: the contribution of metacognitions and responsibility. Journal of Anxiety Disorders, 19(7), 806-817.
Nolan & Morgan, B. (2000). The role of metacognition in learning. Journal of educational psychology, 50, 49-79.
ParksStamm, E. J., Gollwitzer, P. M., & Oettingen, G. (2010). Implementation intentions and test anxiety: Shielding academic performance from distraction. Learning and Individual Differences, 20(1), 30-33.
Sieber, J. E. (1980). Defining test anxiety: Problems and approaches. Test anxiety: Theory, research, and applications, 15-40.
Spada, M. M., Caselli, G., Manfredi, C., Rebecchi, D., Rovetto, F., Ruggiero, G. M., ... & Sassaroli, S. (2012). Parental overprotection and metacognitions as predictors of worry and anxiety. Behavioral and Cognitive Psychotherapy, 40(3), 287-296.
Spada, M. M., Georgiou, G. A., & Wells, A. (2010). The relationship among metacognitions, attentional control, and state anxiety. Cognitive behavior therapy, 39(1), 64-71.
Spielberger, C. D., & Gonzalez, H. P. (1980). Preliminary professional manual for the test anxiety inventory:(" test attitude inventory"): Tai. consulting psychologists press.
Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20(3), 135-142.
Veenman, M. V., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, stress and coping, 13(4), 391-412.
Wells, A. (2005). The metacognitive model of GAD: Assessment of meta-worry and relationship with DSM-IV generalized anxiety disorder. Cognitive Therapy and Research, 29(1), 107-121.
Wells, A., & Matthews, G. (1996). Modelling cognition in emotional disorder: The S-REF model. Behavior research and therapy, 34(11-12), 881-888.
Wells, A., Fisher, P., Myers, S., Wheatley, J., Patel, T., & Brewin, C. R. (2009). Metacognitive therapy in recurrent and persistent depression: A multiple-baseline study of a new treatment. C
Wine, J. D. (1980). Cognitive-attentional theory | ||
|
Statistics Article View: 1,408 PDF Download: 698 |
||