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College Students’ Test Anxiety and Listening Test Scores: CB and MAC-Based Psychoeducation Vs. No Treatment Control
Journal of Creativity in Mental Health Pub Date : 2020-11-30 , DOI: 10.1080/15401383.2020.1848678
Jonathan Michael Huffman 1 , Dave Provorse 2 , Jericho Hockett 2 , Barbara A. Kerr 1
Affiliation  

ABSTRACT

The purpose of this study was to compare two psychoeducation interventions of cognitive behavioral (CB) and mindfulness acceptance commitment (MAC)-based models against a no treatment control (NTC) group with test anxiety and exam scores on a written and music listening test. Three sections of an undergraduate course participated (N = 104), with each assigned to a condition: (a) CB psychoeducation (n = 40), (b) MAC psychoeducation (n = 26), and (c) NTC group (n = 38). Participants in the CB and MAC psychoeducation received two 20-minute PowerPoint lectures that described the theoretical principles of their assigned condition and were encouraged to utilize the material in managing their test anxiety. CB and MAC-based psychoeducation improved participants’ knowledge of these models and improved test scores on music listening tests. Results suggest that CB and MAC-based psychoeducation are promising interventions for improving listening test scores and should be further studied.



中文翻译:

大学生的考试焦虑和听力考试成绩:基于CB和MAC的心理教育与。无治疗控制

摘要

本研究的目的是比较认知行为 (CB) 和正念接受承诺 (MAC) 模型的两种心理教育干预措施与无治疗控制 (NTC) 组在书面和音乐听力测试中的考试焦虑和考试成绩。本科课程的三个部分参与(N = 104),每个部分被分配到一个条件:(a)CB心理教育(n = 40),(b)MAC心理教育(n = 26)和(c)NTC组(n= 38)。CB 和 MAC 心理教育的参与者接受了两个 20 分钟的 PowerPoint 讲座,这些讲座描述了他们指定条件的理论原理,并被鼓励利用这些材料来管理他们的考试焦虑。基于 CB 和 MAC 的心理教育提高了参与者对这些模型的了解,并提高了音乐听力测试的分数。结果表明,基于 CB 和 MAC 的心理教育是提高听力考试成绩的有希望的干预措施,应进一步研究。

更新日期:2020-11-30
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