Department of Counseling and Psychology, Islamic Azad University, science and research brach, khomein, Iiran.
Abstract
Introduction: The present study has aimed to examine the effectiveness of counseling and the meta- cognitive approach on reducing test anxiety in students.Method: The present study was a quasi-experimental practical research, along with a pre-tests and post-tests design and control groups. Forty students were selected by using a randomly cluster sampling method among the fourth grade high school female students in Isfahan. These students were randomly replaced into two groups: the control (n=20) and meta-cognitive therapy groups (n=20). Both groups were pre-tested for test anxiety inventory by Abolghasemi and coworkers. Afterwards the test group was affected by meta-cognitive therapy in 9 sessions while the control group did not receive any training. Finally, tests were performed with the same tools.Results: The covariance analysis showed that the meta-cognitive training group significantly reduced the symptoms of test anxiety in the experimental group.Conclusion: By informing people of the meta-cognitive processing system and the challenge of positive and negative meta-cognitive beliefs, meta-cognitive interventions are effective in reducing test anxiety in female students.
sattary najaf abady, R. (2015). The effectiveness of meta-cognitive treatment on test anxiety in students. International Journal of Behavioral Sciences, 9(1), 27-32.
MLA
reihaneh sattary najaf abady. "The effectiveness of meta-cognitive treatment on test anxiety in students". International Journal of Behavioral Sciences, 9, 1, 2015, 27-32.
HARVARD
sattary najaf abady, R. (2015). 'The effectiveness of meta-cognitive treatment on test anxiety in students', International Journal of Behavioral Sciences, 9(1), pp. 27-32.
VANCOUVER
sattary najaf abady, R. The effectiveness of meta-cognitive treatment on test anxiety in students. International Journal of Behavioral Sciences, 2015; 9(1): 27-32.