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Spielberger, C. D., & Vagg, P. R. (1995). Test Anxiety: Theory, assessment, and treatment. Washington D. C.: Taylor & Francis

has been cited by the following article:

Article

Effectiveness of Cognitive Restructuring and Proper Study Skills in the Reduction of Test Anxiety Symptoms among Students in Khalkhal, Iran

1Counseling, Faculty of Education, University of Mohaghegh Ardabili, Ardabil, Iran

2Department of Clinical Psychology

3Family Counseling, Faculty of Education, University of Mohaghegh Ardabili, Ardabil, Iran


American Journal of Educational Research. 2015, Vol. 3 No. 10, 1230-1236
DOI: 10.12691/education-3-10-4
Copyright © 2015 Science and Education Publishing

Cite this paper:
Ghamari Kivi H, Rafeie S. H., Kiani A.R. Effectiveness of Cognitive Restructuring and Proper Study Skills in the Reduction of Test Anxiety Symptoms among Students in Khalkhal, Iran. American Journal of Educational Research. 2015; 3(10):1230-1236. doi: 10.12691/education-3-10-4.

Correspondence to: Ghamari  Kivi H, Counseling, Faculty of Education, University of Mohaghegh Ardabili, Ardabil, Iran. Email: H_ghamari@uma.ac.ir

Abstract

The purpose of this study was to evaluate the efficacy of cognitive restructuring therapy and the appropriate methods of study in reducing test anxiety symptoms among third grade high school students in Khalkhal, Iran. The research method was quasi-experimental with pretest, posttest and control group. The population of the study was all students in the third grade of high school in Khalkhal city. The participants included 300 sampled through Spielberger test anxiety questionnaire and clinical interview. After determining the prevalence, 30 people who had high anxiety scores were randomly classified into two 15-subject groups in experimental group and control group. Then, data were analyzed by SPSS at two levels (descriptive and inferential). The results showed that the prevalence of test anxiety among students was 36.6%. Results of the standard Hotelling test showed that the impact of cognitive restructuring method and study methods were significant in reducing the symptoms of test anxiety of students. Moreover, the Helmert bound contrast statistics reported that the effect of cognitive restructuring therapy in reducing the symptoms of test anxiety in students is more effective than the appropriate methods.

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