不同心理干预方案缓解大学生考试焦虑

Ying Du, Jingjing Lan
{"title":"不同心理干预方案缓解大学生考试焦虑","authors":"Ying Du, Jingjing Lan","doi":"10.1115/1.4063597","DOIUrl":null,"url":null,"abstract":"Abstract The alleviation of test anxiety is beneficial for improving students' academic performance. This article provides a brief introduction to test anxiety and corresponding psychological interventions, followed by a study on the psychological intervention of test anxiety conducted on 200 college students from Yanching Institute of Technology. During the research process, college students were divided into four groups, each consisting of 50 students. After examination, there were no significant differences in gender and grade proportions among the groups. Psychological interventions were conducted through group counseling sessions. Group 1 received cognitive therapy, Group 2 participated in reading therapy, Group 3 combined cognitive therapy with reading therapy, and Group 4 did not include test anxiety in their counseling sessions. The test anxiety degrees of four groups were measured before and after psychological interventions. After conducting psychological interventions, subjective evaluations were obtained from students regarding their perception of counseling classes. The final results indicated that there was no significant difference in the level of test anxiety among the four groups of students before undergoing psychological intervention (P > 0.05). However, after the intervention, a significant reduction in test anxiety was observed for students in Groups 1, 2, and 3 (P < 0.05), while Group 4 showed no significant change (P > 0.05). Among those who experienced a significant change after the intervention, Group 3 using cognitive therapy combined with reading therapy exhibited the greatest decrease in test anxiety levels. Furthermore, following the psychological intervention, Group 3 provided the highest subjective evaluation of counseling classes.","PeriodicalId":73734,"journal":{"name":"Journal of engineering and science in medical diagnostics and therapy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relieving Test Anxiety in College Students Through Different Psychological Intervention Programs\",\"authors\":\"Ying Du, Jingjing Lan\",\"doi\":\"10.1115/1.4063597\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The alleviation of test anxiety is beneficial for improving students' academic performance. This article provides a brief introduction to test anxiety and corresponding psychological interventions, followed by a study on the psychological intervention of test anxiety conducted on 200 college students from Yanching Institute of Technology. During the research process, college students were divided into four groups, each consisting of 50 students. After examination, there were no significant differences in gender and grade proportions among the groups. Psychological interventions were conducted through group counseling sessions. Group 1 received cognitive therapy, Group 2 participated in reading therapy, Group 3 combined cognitive therapy with reading therapy, and Group 4 did not include test anxiety in their counseling sessions. The test anxiety degrees of four groups were measured before and after psychological interventions. After conducting psychological interventions, subjective evaluations were obtained from students regarding their perception of counseling classes. The final results indicated that there was no significant difference in the level of test anxiety among the four groups of students before undergoing psychological intervention (P > 0.05). However, after the intervention, a significant reduction in test anxiety was observed for students in Groups 1, 2, and 3 (P < 0.05), while Group 4 showed no significant change (P > 0.05). Among those who experienced a significant change after the intervention, Group 3 using cognitive therapy combined with reading therapy exhibited the greatest decrease in test anxiety levels. Furthermore, following the psychological intervention, Group 3 provided the highest subjective evaluation of counseling classes.\",\"PeriodicalId\":73734,\"journal\":{\"name\":\"Journal of engineering and science in medical diagnostics and therapy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of engineering and science in medical diagnostics and therapy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1115/1.4063597\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of engineering and science in medical diagnostics and therapy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1115/1.4063597","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

缓解考试焦虑有利于提高学生的学习成绩。本文简要介绍了考试焦虑和相应的心理干预措施,并对200名燕京理工学院大学生进行了考试焦虑的心理干预研究。在研究过程中,大学生被分为四组,每组50人。经检验,各组间性别、年级比例无显著差异。心理干预是通过小组咨询进行的。第1组接受认知治疗,第2组接受阅读治疗,第3组将认知治疗与阅读治疗相结合,第4组在咨询过程中不包括考试焦虑。测量四组学生在心理干预前后的考试焦虑程度。在进行心理干预后,获得学生对辅导课的主观评价。最终结果显示,四组学生在接受心理干预前的考试焦虑水平没有显著差异(P >0.05)。然而,在干预后,观察到1、2和3组学生的考试焦虑显著减少(P <0.05),而第4组无显著变化(P >0.05)。在那些在干预后经历了显著变化的人中,使用认知疗法结合阅读疗法的第3组在考试焦虑水平上表现出最大的下降。此外,心理干预后,第3组对辅导课的主观评价最高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relieving Test Anxiety in College Students Through Different Psychological Intervention Programs
Abstract The alleviation of test anxiety is beneficial for improving students' academic performance. This article provides a brief introduction to test anxiety and corresponding psychological interventions, followed by a study on the psychological intervention of test anxiety conducted on 200 college students from Yanching Institute of Technology. During the research process, college students were divided into four groups, each consisting of 50 students. After examination, there were no significant differences in gender and grade proportions among the groups. Psychological interventions were conducted through group counseling sessions. Group 1 received cognitive therapy, Group 2 participated in reading therapy, Group 3 combined cognitive therapy with reading therapy, and Group 4 did not include test anxiety in their counseling sessions. The test anxiety degrees of four groups were measured before and after psychological interventions. After conducting psychological interventions, subjective evaluations were obtained from students regarding their perception of counseling classes. The final results indicated that there was no significant difference in the level of test anxiety among the four groups of students before undergoing psychological intervention (P &gt; 0.05). However, after the intervention, a significant reduction in test anxiety was observed for students in Groups 1, 2, and 3 (P &lt; 0.05), while Group 4 showed no significant change (P &gt; 0.05). Among those who experienced a significant change after the intervention, Group 3 using cognitive therapy combined with reading therapy exhibited the greatest decrease in test anxiety levels. Furthermore, following the psychological intervention, Group 3 provided the highest subjective evaluation of counseling classes.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信