تأثير آموزش راهبردهاي شناختي -رفتاري بر كاهش اضطراب امتحان دانش آموزان دختر دبيرستاني

The Impact of Training Cognitive-Behavioral Strategies on Reduction of Test Anxiety in Female High School Students

The present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among third-grade high school female math students. This study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students. The subjects were 72 third-grade high school students who had obtained high scores on the Test Anxiety Scale (Sarason, 1978). Participants were selected by a multi-stage cluster sampling method from two high schools at Tehran. After administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each group. In the following stage, the experimental group received treatment (six sessions of instructions on cognitive-behavioral strategies) to overcome their test anxiety, and the control group did not receive any treatment. Then, both groups were asked to complete the test anxiety scale as post-test. Analysis of variance (ANOVA) with repeated measures was performed to analyze the data. The results revealed that there was a significant difference between the two groups and this difference was to the advantage of experimental group showing a significant reduction in test anxiety.