不同心理干预方案缓解大学生考试焦虑

Ying Du, Jingjing Lan
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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。
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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.
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