沉思
焦虑
心理教育
心理学
考试焦虑
临床心理学
接受和承诺疗法
心理健康
考试(生物学)
2019年冠状病毒病(COVID-19)
认知行为疗法
认知
大流行
心理治疗师
精神科
医学
干预(咨询)
疾病
传染病(医学专业)
古生物学
病理
生物
作者
Burcu Uysal,Vahdet Gormez,Hasan Turan Karatepe,Dilruba Sönmez,Feyzanur Taştekne,Mehmed Seyda Tepedelen,Timothy R. Jordan
标识
DOI:10.1177/00332941231174394
摘要
Educational assessments can affect students’ mental health, particularly during a pandemic. Acceptance and Commitment Therapy (ACT) and Cognitive Behavioral Therapy (CBT) are widely efficacious for reducing test anxiety, as well as general anxiety and rumination. However, the effectiveness of these two therapies for students during COVID-19 is unclear. We measured the effectiveness of ACT and CBT for managing test anxiety, general anxiety, and rumination during COVID-19 for 77 students taking Türkiye’s national university entrance exam, assigned to either the ACT or CBT psychoeducation programs. Both programs reduced test anxiety, general anxiety, and rumination, and showed similar levels of effectiveness. This suggests that ACT and CBT are both important for improving students’ mental health during COVID-19 and either may be beneficial.
科研通智能强力驱动
Strongly Powered by AbleSci AI