A Stress Inoculation Program to Cope with Test AnxietyDifferential Efficacy as a Function of Worry or Emotionality

  1. Serrano Pintado, Isabel
  2. Delgado Sánchez-Mateos, Juan
  3. Escolar-Llamazares**, M. Camino
Revista:
Avances en psicología latinoamericana

ISSN: 1794-4724

Ano de publicación: 2016

Volume: 34

Número: 1

Tipo: Artigo

DOI: 10.12804/APL34.1.2016.01 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Avances en psicología latinoamericana

Obxectivos de Desenvolvemento Sustentable

Resumo

Objective: This study experimentally investigated whether the effects of three different coping programs designed to reduce test anxiety were due to the predominant component of participants’ anxiety. Design: The study involved 259 participants, high text anxiety university students, real clinical cases collected and studied during eight years. The experimental sample was finally composed of 94 selected participants with irrational test anxiety. The experimental factors were: Therapy (intra-subject factor, pre and post- intervention), Treatment (cognitive, physiological and cognitive-physiological), Worry (high-low) and Emotionality (high-low). Measures: Several anxiety questionnaires (TAS, TAI, ITA, CI, STAI) were used as indicators of anxiety. Results: Using confidence intervals, we found evidence of changes in the level of measured anxiety in varied degree in the different Worry and Emotionality groups. Conclusion: The three different training programmes reduced test anxiety but did not lead to reductions on the same scale in pre-test anxiety in different groups of motionality and worry. These results could be decisive in the phase of selection of the most suitable treatment for the patient along the therapeutic process.

Referencias bibliográficas

  • Amutio, A., & Smith, J. C. (2008). Stress and irrational beliefs in college students. Ansiedad y Estrés, 14, 211-220.
  • Beyth-Marom, R., Fidler, F., & Cumming, G. (2008). Statistical cognition: Towards evidence-based practice in statistics and statistics education. Statistics Education Research Journal, 7, 20-39.
  • Bonaccio, S., Reeve, C.L., & Winford, E.C. (2012). Text anxiety on cognitive ability test can result in differential predictive validity of academic performance. Personality and Individual Differences, 52, 497-502.
  • Can, P.B., Dereboy, C., & Eskin, M. (2012). Comparison of the effectiveness of cognitive restructuring and systematic desensitization in reducing high-stakes test anxiety. Turkish Journal of Psychiatry, 23(1), 9-17.
  • Conley, K.M., & Lehman, B.J. (2012). Test anxiety and cardiovascular responses to daily academic stressors. Stress and Health, 28, 41-50.
  • Cumming, G. (2007). Inference by eye: Pictures of confidence intervals and thinking about levels of confidence. Teaching Statistics, 29, 89-93.
  • Cumming, G. (2009). Inference by eye: Reading the overlap of independent confidence intervals. Statistics in Medicine, 28, 205-220.
  • Cumming, G. (2010). p values versus confidence intervals as warrants for conclusions that results will replicate. In B. Thompson & R. Subotnik (Eds.) Research methodologies for conducting research on giftedness. Washington, DC: APA Books.
  • Cumming, G., Fidler, F., Leonard, M., Kalinowski, P., Christiansen, A., Kleinig, A., et al. (2007). Statistical reform in Psychology: Is anything changing? Psychological Science, 18, 230-232.
  • Cumming, G., & Finch, S. (2005). Inference by eye: Confidence intervals, and how to read pictures of data. American Psychologist, 60, 170–180
  • Cumming, G., & Maillardet, R. (2006). Confidence intervals and replication: Where will the next mean fall? Psychological Methods, 11, 217-227.
  • Cunha, M., & Paiva, M.J. (2012). Text Anxiety in Adolescents: The role of self-criticism and acceptance and mindfulness skills. The Spanish Journal of Psychology, 15(2), 533-543.
  • Delgado, J. (Junio 2007). “Inferencia a ojo” no es igual que “todo vale”. ["Inferring by eye" is not the same as "anything goes"] Ponencia presentada en la XI Conferencia Española e Iberoamericana de Biometría. Salamanca.
  • Escalona, A., & Miguel-Tobal, J. J. (1996). La ansiedad ante los exámenes: Evolución histórica y aportaciones prácticas para su tratamiento. [Test anxiety: Historical evolution and practical contributions for treatment] Ansiedad y Estrés, 2, 195-209.
  • Escolar, M. C. (2007). Eficacia diferencial de estrategias de afrontamiento de la ansiedad ante los exámenes universitarios en función de la variable principalmente afectada [Differential efficacy of anxiety coping strategies for university examinations depending on the primarily affected variable] (Unpublished doctoral dissertation). Universidad de Salamanca, España.
  • Escolar, M.C., & Serrano, I. (Octubre 2012). Eficacia de las herramientas cognitivo-conductuales para disminuir la ansiedad en el ámbito educativo. [Effectiveness of cognitive-behavioral tools to reduce anxiety in the educational environment] Boletín de la SEAS, 37, 8-21.
  • Federer, W.T., & King, F. (2007). Variations on Split Plot and Split Block Experiment Designs. New Jersey: John Wiley & Sons.
  • Finger, R., & Galassi, J.P. (1977). Effects of modifying cognitive versus emotionality responses in the treatment of test anxiety. J Consult Clin Psychol, 45, 280-7.
  • Fletcher, T. M., & Spielberger, C. D. (1995). Comparison of cognitive therapy and rational-emotive therapy in the treatment of test anxiety. En C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 153-169). Washington, DC: Taylor & Francis.
  • Fox, J. (2008). Applied Regression Analysis, Linear Models, and Related Methods. Thousand Oaks. CA: Sage.
  • Furlan, L.A., Sanchez Rosas, J., Heredia, D., Piemontesi, S., &
  • Illbele, A. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. [Learning strategies and test anxiety in university students] Pensamiento Psicológico, 5(12), 117-124.
  • Gaudry, E., & Spielberger, C. D. (1971). Anxiety and Educational Achievement. New York: Wiley.
  • Gonzalez, H. P. (1995). Systematic desensitization, study skills counselling, and anxiety-coping training in the treatment of test anxiety. En C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 117-132). Washington, DC: Taylor & Francis.
  • Gutiérrez-Calvo, M. (1996). Ansiedad y deterioro cognitivo: Incidencia en el rendimiento académico. [Anxiety and cognitive impairment: Impact on academic performance] Ansiedad y Estrés, 2, 173-194.
  • Hernández, J. M., Pozo, C., & Polo, A. (1994). Ansiedad ante los exámenes: Un programa para su afrontamiento de forma eficaz. [Test anxiety: A program for effectively coping]Valencia: Promolibro.
  • Holroyd, K.A. (1976) Cognition and desensitization in the group treatment of test anxiety. J Consult Clin Psychol, 44, 991-1001.
  • Kaplan, R.M., Mccordick, S.M., & Twitchell, M. (1979) Is the cognitive or the behavioral component which makes cognitive- behavior modification effective in test anxiety. J Counsel Psychol, 26, 371-7.
  • Kirk, R. E. (1995). Experimental Design: Procedures for the
  • Behavioral Sciences. Monterey (CA): Brooks & Cole.
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial date. Psychological Reports, 22, 175-178.
  • Loftus, G.R., & Masson, M.E.J. (1994). Using Confidence Intervals in Within-Subject Designs. Psychonomic Bulletin & Review, 1, 476-490.
  • Lowe, P.A., & Ang, R.P. (2012). Cross-cultural examination of test anxiety amogn US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E). Educational Psychology, 32(1, January), 107-126.
  • Martínez-Monteagudo, M.C., Inglés, C.J., Cano-Vindel, A., & García-Fernández, J.M. (2012). Estado actual de la investigación sobre la teoría tridimensional de la ansiedad de Lang.[Current status of research on Lang's three-dimensional theory of anxiety] Ansiedad y Estrés, 18(2-3), 201-219.
  • McMillan, J. R. & Osterhouse, R. A. (1972). Specific and generalized anxiety as determinants of outcome with desensitization of text anxiety. Journal of Counseling Psychology, 19, 518-521.
  • Meehl, P. E. (1997). The problem is epistemology, not statistics: Replace significance tests by confidence intervals and quantify accuracy of risky numerical predictions. En L. L. Harlow, S. A. Mulaik, & J. H. Steiger (Eds.), What If There Were No Significance Tests? (pp. 393–425). Mahwah, NJ: Erlbaum.
  • Miralles, F., & Sanz, M.C. (2011). Cómo enfrentarse con éxito a exámenes y oposiciones. [How to successfully cope with examinations and competitions] Madrid: Ediciones Pirámide
  • Miralles, F., & Hernández, I. (Marzo 2012). La ansiedad ante los exámenes. [Test anxiety] Boletín de la SEAS (36), 9-16
  • Naveh-Benjamin, M. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model. Journal of Educational Psychology, 83, 134-139.
  • Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y.-G. (1987). Two types of test-anxious students: Support for an information processing model. Journal of Educational Psychology, 79, 131-136.
  • Nemati, A., & Habibi, P. (2012). The effect of practicing pranayama on test anxiety and test performance. Indian Journal of Sciencie and Technology, 5(4), 2645-2650.
  • Onwuegbuzie, A. J., & Daley, C. E. (1996). The relative contributions of examination-taking coping strategies and study coping strategies to test anxiety: A concurrent analysis. Cognitive Therapy and Research, 20(3), 287-303.
  • Orejudo, S., Herero, M. L., Ramos, T., Turrado, F., & Nuño, J. (2007). Evolución del miedo a hablar en público en estudiantes universitarios. Predictores de cambio a lo largo de un curso académico. [Evolution of fear of public speaking in university students. Predictors of change over an academic year] Ansiedad y Estrés, 13, 87-100.
  • Osterhouse, R. A. (1969). A comparison of desensitization and study-skills training for the treatment of two kinds of test-anxious students. Unpublished doctoral dissertation, Ohio State University.
  • Osterhouse, R. A. (1972). Desensitization and study-skills training as treatment for two types of test-anxious students. Journal of Counseling Psychology, 19, 301-307.
  • Parker, J. C. I., Vagg, P. R., & Papsdorf, J. D. (1995). Systematic desensitization, cognitive coping, and biofeedback in the reduction of test anxiety. En C. D. Spielberger & P. R.
  • Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 171-182). Washington, DC: Taylor & Francis.
  • Piemontesi, S., Heredia, D., Furlan, L., Sanchéz-Rosas, J., &
  • Martínez, M. (2012). Ansiedad ante los exámenes y estilos de afrontamiento ante el estrés académico en estudiantes universitarios. [Test anxiety and coping styles for academic stress in university students] Anales de Psicología, 28(1), 89-96.
  • Polo, A., Hernández, J. M., & Pozo, C. (1996). Evaluación del estrés académico en estudiantes universitarios. [Evaluation of academic stress in university students] Ansiedad y Estrés, 2, 159-172.
  • Pozar, F.F. (1979). Inventario de hábitos de estudio: IHE. [Inventory of study habits: IHE] Madrid: TEA.
  • Putwain, D.W., & Sysmes, W. (2012). Achievement goals as mediators of the relationship between competence beliefs nad test anxiety. British Journal of Eduational Psychology, 82(207-224).
  • R Core Team (2013). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL http://www.R-project.org/.
  • Rosenthal, R., Rosnow, R.L., & Rubin, D.B. (2000). Contrasts and Effect Sizes in Behavioral Research: A Correlational Approach. Cambridge: Cambridge University Press.
  • Sarason, I.G. (1978). The Test Anxiety Scale: concept and research. In C.D. Spielberger & I.G. Sarason (Eds.), Stress and Anxiety (Vol. 5, pp. 193-216). Washington DC: Hemisphere.
  • Sarason, I.G. (1984). Stress, Anxiety, and Cognitive Interference: Reactions to Test. Journal of Personality and Social Psychology, 46, 929-938.
  • Serrano, I., & Delgado, J. (1990). Ansiedad ante los exámenes, ¿estado o rasgo? Tratamiento conductual. [Test anxiety, state or trait? Behavioral Treatment.] Studia Paedagogica, 22, 81-93.
  • Serrano, I., & Delgado, J. (1991). Estrategias de afrontamiento y ansiedad ante los exámenes. [Coping strategies and test anxiety] Revista de Psicología General y Aplicada, 44, 447-456.
  • Serrano, I., Delgado, J., & Escolar, M. C. (2010). Eficacia diferencial de estrategias de afrontamiento en la reducción de la ansiedad ante los exámenes en función del tipo de variable principalmente afectada.[ Differential efficacy of coping strategies in reducing test anxiety depending on the primarily affected variable type] Ansiedad y Estrés, 16 (2-3), 109-126.
  • Serrano, I., & Escolar, M. C. (2011). Psicopatología de la ansiedad ante los exámenes: dimensiones y componentes. [Psychopathology of test anxiety: dimensions and components] Escuela y Psicopatología, Actas nº2, 135-168.
  • Serrano, I., Escolar, C., & Delgado, J. (2002). Eficacia diferencial de estrategias de afrontamiento en la reducción de la ansiedad ante los exámenes. [Differential efficacy of coping strategies in reducing test anxiety] Análisis y Modificación de Conducta, 28, 523-550.
  • Serrano, I., Escolar, M. C., & Delgado, J. (2011). Eficacia de tres estrategias de afrontamientos en la reducción de la ansiedad ante los exámenes en función del tipo de variable principalmente afectada. [Efficacy of three confrontation strategies in reducing test anxiety depending on the primarily affected variable type] En J. M. Román; M. A. Carbonero y J. D. Valdivieso (comps.): Educación, aprendizaje y desarrollo en una sociedad multicultural, 1115-1133. Ediciones de la Asociación Nacional de Psicología y Educación.
  • Spielberger, C. D. (1972a). Anxiety as an emotional state. En C. D. Spielberger (Ed.), Anxiety: Current trends in theory and research (Vol. 1). New York: Academic Press.
  • Spielberger, C. D. (1972b). Conceptual and methodological issues in anxiety research. En C. D. Spielberger (Ed.), Anxiety: Current trends in theory and research (Vol. 2). New York: Academic Press.
  • Spielberger, C.D. (1980). Test Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Spielberger, C. D., Anton, W. D., & Bedell, J. R. (1976). The nature and treatment of test anxiety. En M. Zuckerman & C. D. Spielberger (Eds.), Emotions and anxiety: New concepts, methods and applications (pp. 317-344). New York: LEA/Wiley.
  • Spielberger, C. D., Gonzalez, H. P., & Fletcher, T. (1979). Test anxiety reduction, learning strategies, and academic performance. En H. F. J. O´Neil & C. D. Spielberger (Eds.), Cognitive and affective learning strategies (pp. 111-131). New York: Academic Press.
  • Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Algaze, B., & Anton, W. D. (1978). Examination stress and test anxiety. En C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety (Vol. Vol.5, pp. 167-191). Washington: Hemisphere Publishing Corporation.
  • Spielberger, C.D., Gorsuch, R.L., & Lushene, R.D. (1970). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. En C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment (pp. 3-14). Washington, DC: Taylor & Francis.
  • Szafranski, D.D., Barrera, T.L., & Norton, P.J. (2012). Test anxiety inventory: 30 years later. Anxiety, Stress, & Coping: An International Journal, 25(6), 667-677.
  • Valero, L. (1999). Evaluación de ansiedad ante exámenes: datos de aplicación y fiabilidad de un cuestionario CAEX. [Evaluation of test anxiety: Application data and reliability of the CAEX questionnaire] Anales de Psicología, 15, 223–231.
  • Wagaman, G. L.; Cornier, W. H. & Cornier, L. S. (1975). Cognitive modification on test-anxious students. Paper presented at the meeting of the American Educational Research Association, Washington, DC.
  • Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford, CA: Stanford University Press.
  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). Boston: Elsevier Academic Press.