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Management of Test Anxiety Among Pupils in Basic Science Using Music-Based Cognitive Behavior Therapy Intervention: Implication for Community Development
Journal of Rational-Emotive & Cognitive-Behavior Therapy ( IF 1.952 ) Pub Date : 2020-10-06 , DOI: 10.1007/s10942-020-00371-2
Christian S. Ugwuanyi , Chinedu I. O. Okeke , Matthias U. Agboeze

Effectiveness of music-based cognitive behavior therapy (CBT) intervention has been established on various participants such as students in secondary schools, university students, and other categories of adults. However, there is a dearth of literature on the effectiveness of music-based CBT intervention program on the management of primary school pupils’ test anxiety in basic science. Thus, this study sought the effectiveness of a music-based CBT intervention program on the management of test anxiety among pupils. A randomized controlled trial experimental design was adopted for the study using a sample of 58 primary three (3) pupils. Test anxiety questionnaire (TAQ) was adopted for data collection. TAQ was trial-tested due to the cultural differences of the participants. The internal consistency reliability of the items of TAQ was estimated to be .79 using the Cronbach alpha method, while its estimate of temporal stability index was .86 using Pearson product moment correlation. Data were analyzed using mixed-design repeated measures analysis of variance and analysis of covariance. The findings of the study revealed that music-based CBT had a significant effect on the management of test anxiety among pupils. This finding has implication for community development in the sense that test anxiety among pupils can be better managed using the music-based CBT intervention program. This will enable the children to grow better academically and contribute to the community they belong to. It was thus recommended that primary school teachers should be enlightened on how to make use of music-based CBT in the management of test anxiety among pupils.

中文翻译:

使用基于音乐的认知行为疗法干预管理基础科学学生的考试焦虑:对社区发展的影响

基于音乐的认知行为疗法 (CBT) 干预的有效性已在各种参与者中建立,例如中学生、大学生和其他类别的成年人。然而,关于基于音乐的 CBT 干预计划对基础科学中小学生考试焦虑管理的有效性的文献缺乏。因此,本研究寻求基于音乐的 CBT 干预计划对管理学生考试焦虑的有效性。该研究采用随机对照试验设计,使用 58 名小学三 (3) 名学生的样本。采用考试焦虑问卷(TAQ)进行数据收集。由于参与者的文化差异,TAQ 进行了试验测试。使用 Cronbach alpha 方法估计 TAQ 项目的内部一致性信度为 0.79,而使用 Pearson 积矩相关性估计其时间稳定性指数为 0.86。使用混合设计重复测量方差分析和协方差分析来分析数据。研究结果表明,基于音乐的 CBT 对学生考试焦虑的管理有显着影响。这一发现对社区发展具有意义,因为使用基于音乐的 CBT 干预计划可以更好地管理学生的考试焦虑。这将使孩子们在学业上更好地成长,并为他们所属的社区做出贡献。
更新日期:2020-10-06
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