지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.12
- 수록면
- 151 - 186 (36page)
- DOI
- 10.33252/jht.2021.12.12.2.151
이용수
초록· 키워드
오류제보하기
Examination anxiety is as old as examination itself, as long as examination exist, anxiety is bound to occur. Many students often feel anxious and exhibits lots of negative emotions towards examinations. These feelings of anxiety exhibited by the students generally has deleterious effects on the students and also on their academics and personality. This study therefore examined the use of Cognitive Behaviour Therapy and Relaxation technique on examination anxiety among Senior Secondary School students in the Ibadan metropolis. The moderating effects of emotional intelligence and academic self-efficacy were also examined. A pretest-posttest control group quasi- experimental design with a 3x2x2 factorial matrix was adopted. Multi-stage sampling procedure was employed. Three local government areas were randomly selected from Ibadan metropolis. One public secondary school were randomly selected from each of the local government area. Ninety (M=37; F= 53) Senior Secondary School students SS 1 and 2 were screened for the test anxiety and were randomly assigned to the Cognitive Behaviour Therapy (30) Relaxation Technique(30) and control group(30). Treatment lasted for eight weeks for the CBT and Relaxation Technique groups. Data were analysed using Analysis of Covariance and Multiple Classification Analysis at the 0.05 level of significance. The results indicated that there was significant main effect of treatments on examination anxiety of secondary school students. There was also significant main effect of emotional intelligence and academic self-efficacy on examination anxiety of secondary school students. Both CBT and relaxation technique were effective in managing examination anxiety among secondary school students. Counsellors and educational Psychologists should utilise these therapies to manage examination anxiety among students.
목차
abstract
Ⅰ. Introduction
Ⅱ. Hypotheses
Ⅲ. Methodology Design
Ⅳ. Participants
Ⅴ. Instrumentation
Ⅵ. Procedure
Ⅶ. Procedure
Ⅷ. Results
Ⅸ. Discussion
Ⅹ. Conclusion
XI. Implication for counselling
References
참고문헌 (65)
참고문헌 신청
Abdi, H.M. / 2012 / The Role of Metacognitive and Self-efficacy Beliefs in Students’ Test Anxiety and Academic Achievement / Australian Journal of Basic and Applied Sciences 6(12):418~422
Adeyemo, D.A / 2008 / Moderating Influence of Emotional Intelligence on the Link Between Self–efficacy and Achievement of University Students / Psychology and Developing Society 19(2):199~213
Afolabi-Ige, T. E. / 2016 / Effects of Cognitive Restructuring Therapy and Test-taking Skills Training in the Management of Examination Anxiety among Undergraduates in Southwestern Nigeria
Afolayan, J.A. / 2013 / Relationship Between Anxiety and Academic Performance of Nursing Students, Niger Delta University, Bayelsa State, Nigeria / Advances in Applied Science Research 4(5):25~33
Ahmadpanah, M. / 2016 / Higher Emotional Intelligence is related to Lower Test Anxiety among Students / Neuropsychiatric Disease and Treatment 12:133~136
Adeyemo, D.A / 2008 / Moderating Influence of Emotional Intelligence on the Link Between Self–efficacy and Achievement of University Students / Psychology and Developing Society 19(2):199~213
Afolabi-Ige, T. E. / 2016 / Effects of Cognitive Restructuring Therapy and Test-taking Skills Training in the Management of Examination Anxiety among Undergraduates in Southwestern Nigeria
Afolayan, J.A. / 2013 / Relationship Between Anxiety and Academic Performance of Nursing Students, Niger Delta University, Bayelsa State, Nigeria / Advances in Applied Science Research 4(5):25~33
Ahmadpanah, M. / 2016 / Higher Emotional Intelligence is related to Lower Test Anxiety among Students / Neuropsychiatric Disease and Treatment 12:133~136
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