Dissertation > Excellent graduate degree dissertation topics show

Study on the Difference of Treating Test Anxiety Disorder by Using Meta-cognition Intervention Technique and Systematic Desensitization

Author: EYuanYuan
Tutor: JinHongYuan
School: Liaoning Normal University
Course: Applied Psychology
Keywords: Test anxiety Meta-cognition Intervention Technique Multiple Baseline Design
CLC: B842.1
Type: Master's thesis
Year: 2011
Downloads: 104
Quote: 0
Read: Download Dissertation

Abstract


Objective:various therapies on the treatment of test anxiety and previous meta-cognitive intervention on test anxiety of technology were summarized in this study, further validation of the effectiveness of the meta-cognitive intervention techniques in the treatment of obstacles of test anxiety is studied; meta-cognitive intervention Technology and systematic desensitization therapy in the treatment of test anxiety were compared. the time lengths, emotional experiences, the extents of tension in examination scenes, the effects on the marks were discussed under either treatment.Methods:12test anxiety visitor who came to Liaoning Normal University Counseling Center for help and meet the requirements were selected, according to the principles of randomized allocation they were distributed to the meta-cognitive intervention group and the examination systematic desensitization group. Each group has6people on average, try our best to ensure the homogeneity of people tested in each group. In this study, multiple baseline experimental design was adopted., visitors were clinically intervened, intervention under standard operating procedures of Meta-cognitive Intervention and examination systematic desensitization. The comparison on the symptom checklist (SCL-90) and the Test Anxiety Inventory (TAS) scores before and after the intervention were analyzed and the baseline figures were painted on the experimental data. Then the effectiveness of Meta-cognitive Intervention in the treatment of test anxiety was proved. Finally the differences in the treatment duration, emotional experiences, the examination scenes tension, changes in achievements of the two methods were studied through the use of statistical methods of psychological science W-tests.Results:The meta-cognition intervention group’s SCL-90scores were lower after the treatment and in the return visit than the demarcation criteria, TAS total score is lower than12points which indicate a low anxiety level, there is no negative impact on the test; through the multi-baseline map, you can See after the clinical intervention, anxiety scores were lowered to certain value and remain relatively stable. In return visit, there is still no recurrence. By Wilcoxon rank sum test, meta-cognitive intervention group and systematic desensitization group were significantly different in the duration of treatment, emotional experiences, tension extent in the examination scene, changes of scores. Conclusion:The SCL-90and the TAS scale results show that the value of test anxiety of the meta-cognitive intervention group have been reduced to normal levels after the treatment and in the return visit, indicating that meta-cognitive intervention techniques in the treatment of test anxiety is effective. Statistical test results showed that the meta-cognitive intervention techniques is better than systematic desensitization therapy in the treatment duration, emotional experiences, tension extent in the examination scenes, changes of the marks.

Related Dissertations

  1. An Investigation into Junior High School Students’ English Test Anxiety,G633.41
  2. Metacognitive intervention techniques for experimental study of insomnia intervention,B842.1
  3. A Study on the Characteristics and Intervention of Sandplay Works of College Students of Cet-4 Test Anxiety,H310.42
  4. The Relationship of Middle School Students’ Parenting Razing Style, Academic Self-concept and Test Anxiety,G78
  5. Student’s Test Anxiety are Affected by Their Parent’s Mental Health and Parent’s Locus of Control,B844.2
  6. A Study on Effectiveness of Sandplay Therapy on Intervention for Test Anxiety of Junior High School Students,B844.2
  7. High school test anxiety mode affect test scores and Countermeasures,G632.47
  8. A Qualitative Study on Test Anxiety of Students in Senior Grade 3,B844.2
  9. A Case Study of Senior High School Students’ Test Anxiety,G635.5
  10. The Relationship among High School Students’ Personality Trait, Achievement Objective, Coping Style and Test Anxiety,G442
  11. Experimental Study of Attentional Quality in Test Anxiety Individuals,B842.3
  12. Use hypnosis intervention techniques to alleviate the anxiety of college students' exam,G44
  13. Group Psychological Training to the Test Anxiety of High School Students,B844.2
  14. Clinical Research of the Treatment on Generalized Anxiety Disorder by Using the Meta-cognition Intervention Technique,R749.7
  15. Research on the Correlation between Parental Rearing Styles and Test Anxiety of Female Students of a Nursing School,G444
  16. The Influence of Training Task on the Treatment Effect of Social Phobia in Meta-cognition Intervention Technique,R749.7
  17. The Analysis of Status and Related Factors of Test Anxiety of424Senior High School Students,R179
  18. A Research on Test Anxiety and Coping Style of the Students of Senior 3,G441
  19. On Language Anxiety and Its Effect upon L2 Learning of College Students,H09
  20. A Study on Senior High School Students’ English Test Anxiety and Its Related Variables,G633.41
  21. Decisional Control in Reducing Test Anxiety,G44

CLC: > Philosophy, religion > Psychology > Psychological processes and mental state > Cognitive
© 2012 www.DissertationTopic.Net  Mobile