焦虑
心理干预
考试焦虑
干预(咨询)
临床心理学
认知
心理学
考试(生物学)
精神科
生物
古生物学
作者
David W. Putwain,Nathaniel P. von der Embse
标识
DOI:10.1080/10615806.2020.1800656
摘要
Background and objectives: Cognitive-behavioral interventions have been shown to be effective treatments for test anxiety. Studies on school-aged populations, however, are lacking. Design and methods: In the present study we evaluated a six-session cognitive-behavioral intervention for test anxiety in a sample of secondary school students aged 14-16 years preparing for high-stakes examinations. Furthermore, we extended outcomes to include school-related wellbeing and clinical anxiety. A screening procedure was used to identify highly test anxious persons who were randomly allocated to intervention or wait-list control groups. Results: Test anxiety showed a large reduction following intervention compared to control group participants who showed a moderate reduction. Clinical anxiety showed a small to moderate reduction following intervention compared to control group participants who showed a negligible reduction. The reduction in clinical anxiety was mediated by concurrent reductions in test anxiety. Conclusion: This supports an integrative network approach that deactivating core aspects of anxiety can deactivate associated networks of anxiety symptoms. The intervention showed no impact on school-related wellbeing which increased at a similar rate for both intervention and control group participants. This is likely because test anxiety is just one contributor of many to school-related wellbeing. Implications for school-based treatments are discussed.
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