School-Based Intervention for Test Anxiety
School-Based Intervention for Test Anxiety
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考试焦虑的校本干预
DOI：
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发表时间：
2016
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通讯作者：
G. Liem
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作者：
L. S. Yeo;Valerie Grace Goh;G. Liem
背景随着当今儿童在更小的年龄接受考试，考试焦虑有更早的发病年龄。关于小学生考试焦虑管理项目的研究相对有限。这项非随机的前后干预研究的理论基础是基于对儿童有效的考试焦虑的认知和行为干预。目的是检查以学校为基础的考试焦虑预防计划对新加坡四年级学生样本的影响，相对于他们的学业成绩水平，并确定积极的治疗成分。12名被分配到基于组的认知行为治疗（n = 58）或控制条件（n = 57）。他们在治疗前、治疗后和2个月的随访中完成了儿童考试焦虑量表和认知行为技能检查表。假设干预组的焦虑评分在治疗后低于对照组。技能，有助于治疗outcomes determined.ResultsA混合设计方差分析显示显着的测试焦虑减少与中等的治疗效果，保持干预组跨时间。对照组无变化。行为技能（例如，放松练习、学习技能）有助于治疗结果。认知技能，如平静的自我对话没有。ConclusionsThe study provided preliminary evidence on the utility of brief，school-based anxiety interventions in test anxiety prevention for children.它增加了在治疗考试焦虑儿童时采用行为而非认知策略的可信度。基线时有严重考试焦虑的儿童尤其从治疗中受益。
BackgroundWith children today being tested at younger ages, test anxiety has an earlier onset age. There is relatively limited research on test anxiety management programs with elementary school children. The theoretical basis for this nonrandomized pre-post intervention study is grounded in cognitive and behavioral interventions for test anxiety found to be efficacious with children.ObjectiveThe purpose is to examine the impact of a school-based test anxiety prevention program on a sample of Singaporean fourth grade students relative to their levels of academic achievement and to identify active treatment components.Methods115 children aged 9–12 were assigned to group-based cognitive-behavioral treatment (n = 58) or control condition (n = 57). They completed the Children’s Test Anxiety Scale and Cognitive-Behavioral Skills Checklist at pre-, post-treatment, and 2 months’ follow-up. Anxiety ratings were hypothesized to be lower for the intervention than the control group at post-treatment. Skills that contributed to treatment outcomes were identified.ResultsA mixed-design analysis of variance revealed significant test anxiety reduction with medium treatment effect that was maintained for the intervention group across time. There was no change in the control group. Behavioral skills (e.g., relaxation exercises, study skills) contributed to treatment outcomes. Cognitive skills such as calming self-talk did not.ConclusionsThe study provided preliminary evidence on the utility of brief, school-based anxiety interventions in test anxiety prevention for children. It added credence to adopting behavioral over cognitive strategies in treating test anxious children. Children with severe test anxiety at baseline benefited particularly from treatment.