Radional-emotive Counselling and Self-instruction Training for Test Anxious High School Students
Radional-emotive Counselling and Self-instruction Training for Test Anxious High School Students
复制标题
高中生考试焦虑的放射情感咨询与自学训练
DOI：
--
复制
发表时间：
1983
期刊：
影响因子：
--
通讯作者：
T. Einarson
中科院分区：
文献类型：
--
作者：
C. Haynes;R. Marx;Jack Martin;L. Wallace;Ruth Merrick;T. Einarson
本研究采用两个实验，探讨了自我指导训练和理性情绪辅导在缓解高中生考试焦虑方面的相对有效性。在这两项研究中，考试焦虑的十年级学生被随机分配到一个理性情绪辅导组，自我指导训练组，或安慰剂对照组。30名学生参加了实验一。20名学生参加了实验二。结果表明，在两个实验中的两个实验治疗比安慰剂对照条件下，在缓解考试焦虑的测试焦虑量表（TAI）和状态-特质焦虑量表（STAI）的分数所示。在实验二中，实验组在自我报告和操作测量（加拿大基本技能测试- CTBS）上均上级对照组，并且在TAI-W和CTBS-阅读分量表上，理性情绪辅导组上级自我指导训练组。
This study employed two experiments to determine the relative effectiveness of self-instruction training and rational-emotive counselling in alleviating test anxiety in high school students. In both studies, test anxious grade ten students were assigned randomly to either a rational-emotive counselling group, a self-instruction training group, or a placebo control group. Thirty students participated in Experiment One. Twenty students participated in Experiment Two. Results indicated that both experimental treatments in both experiments were more effective than the placebo control condition in alleviating test anxiety as indicated by scores on the Test Anxiety Inventory (TAI) and the State-Trait Anxiety Inventory (STAI). In Experiment Two, the experimental groups were superior to the control group on both self-report and performance measures (The Canadian Test of Basic Skills - CTBS), and the rational-emotive counselling group was superior to the self-instruction training group on the TAI-W and the CTBS-Reading subscales.