فراتحلیل اثربخشی روش های مختلف درمان بر اضطراب امتحان فراگیران در ایران
الموضوعات :
فیروز محمودی
1
,
نرگس پورطالب
2
,
فرزانه صادقی
3
1 - دانشیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
2 - دانشجوی دکتری روان شناسی تربیتی، دانشگاه تبریز، تبریز، ایران.
3 - دانشجوی دکتری روان شناسی تربیتی، دانشگاه تبریز، تبریز، ایران.
الکلمات المفتاحية: درمان, فراتحلیل, اضطراب امتحان,
ملخص المقالة :
اضطراب امتحان یکی از شایع ترین اضطراب هایی است که افراد در دوران تحصیل خود با آن مواجه می شوند؛ و عملکردشان بواسطه آن تحت تاثیر قرار می گیرد. روش های درمان متنوعی توسط پژوهشگران برای کاهش اضطراب امتحان به کار گرفته می شود. هدف این پژوهش فراتحلیل مطالعات انجام گرفته در زمینه تاثیر روش‌های درمانی بر کاهش اضطراب امتحان دانش آموزان و دانشجویان است. برای انجام فراتحلیل از رویکرد هانتر و اشمیت استفاده شده است. از بین ۵۵ مطالعه شناسایی شده، ۳۷ مطالعه وارد تحلیل شد. با توجه اینکه برخی مطالعات از چندین متغیر یا مداخله استفاده کرده بودند، چندین بار در فرایند فراتحلیل بررسی شدند؛ که در نهایت ۳۳ اندازه اثر از کل پژوهش‌ها به دست آمد. نتایج نشان داد که روش‌های درمان رفتاری، شناختی و ترکیبی در درمان اضطراب امتحان مؤثرند. در این میان روش های درمان ترکیبی با اندازه اثر ۴۱/۱، در سطح آلفای کمتر از ۰۰۱/۰ معنادار است و لذا نسبت به روش‌های دیگر اثربخش تر ارزیابی می‌شود. نتایج این پژوهش می تواند راهگشای تحقیقات در حوزه درمان اضطراب امتحان در آینده باشد.
Abolgasemi, A.; Mehrabizadeh Honarmand, M.; Najjaryan, B.& Shokrkon H. (2004). Effective treatment against stress inoculation training and systematic desensitization in students with test anxiety. Journal of Psychology, 8(29): 3-21.
Afsharinia, K.; Kakaboraei, K.; Amiri, H. (2014). The comparison of effectiveness mindfulness training and cognitive restructuring methods in the reduction of anxiety students with test anxiety. Biquarterly Journal of Cognitive Strategies in Learning,1(1): 61-74.
Agdasi, A.; Asl Fattahi, B.& Saed, M. (2012).The effect of stress inoculation training on test anxiety and academic performance. Quarterly Journal of Education, 5(20): 33-48.
Akbari, M.; Shagagi, F.& Behroozian, M. (2011). The effect of problem solving skills training on tesy anxiety among college students. Developmental Psychology: Iranian Psychologist. 8 (29), 67-74.
Aljalili¸ L.& Asadi¸ J. (2015). Relationship between parent’s perfectionism and test anxiety of elementary school students of Gorgan during 2014-2015. International Journal of Review in Life Sciences, 5(6): 33-37.
Azimi, M.; Shakeri, M.; Nori, R.; Hatami, M. (2014).The effectiveness of metacognitive therapy (MCT) on reducing test anxiety and changing the metacognitive beliefs of the eleventh and twelfth grade students. Journal of North Khorasan University of Medical Sciences, 6(3): 591-601.
Baghaei, P., & Cassady, J. (2014). Validation of the Persian translation of the cognitive test anxiety scale. Sage open.4:1-11.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences(2ed). Hillsdale, N J: Lawrence Erlbaum Associates.
Cooper, H. (2010). Research synthesis and meta –analysis: A step by step approach (3 ed). Thousand Oaks, CA:.Sage.
Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.).( 2009). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
Dalton, D. R.; Daily, C. M.; Ellstrand, A. E.; & Johnson, J., L. (1998). Meta-analytic reviews of board composition, leadership structure, and financial performance. Strategic Management Journal, 19(3):269-290.
Eizadi Fard, R.& Sepasi Ashtiani, M. (2010). Effectiveness of cognitive-behavioral therapy with problem solving skills training on reduction of test anxiety symptoms. Journal of Behavioral Sciences, 4(1): 23-27.
Elahifar, H.; Shafeabadi, A.& Gamari M. (2010). Ellis Rational Emotive group counseling effectiveness by reducing test anxiety. Journal of Behavioral Sciences, 2(5): 8-20.
Ergene, T. (2003). Effective Interventions on Test Anxiety Reduction a Meta-Analysis.School Psychology International, 24(3), 313- 328.
Fallah Yakhdani, M.& Heidari, Gh. (2011).Effectiveness of cognitive-behavioral strategies on reducing test anxiety Islamic Azad University of Yazd. Journal of Medical Education Development Center, 6(1):25-32.
Gamari, M.& Elahifar, H. (2011). The effectiveness of cognitive therapy in reducing public anxiety and test anxiety. Journal of Behavioral Sciences, 3(10): 57-67.
Ghahvehchi, F.; Fathi Ashtiani, A; & Satkin, M. (2015). The effectiveness of metacognitive therapy compared with cognitive therapy in reducing test anxiety. Developmental Psychology: Iranian Psychologist, 11(44), 357-366.
Gholami, M. & Karimzadeh, S. (2008). Effective study the effect of reducing anxiety than male students at the junior high school. Quarterly new ideas in education Sciences, 3(3): 119-132.
Hamid, N.; Hosseinzadeh, A. & Kianimoghadam R. (2015). The Effectiveness of Muscular Relaxation with Positive Imagination of Success on Test Anxiety and Fear of Negative Evaluation. Journal of Clinical Psychology, 6(4): 41-51.
Heidari, M.& Shahbazi, S. (2015). The effect of Quran on anxiety level nursing students and medical emergency. Strides in Development of Medical Education, 12(11): 56-63.
Heiser,P.; Simidian. G.; Albert, D.; Garruto, J.; Catucci, D.; Faustino, P.; McCarten, K.; Caci, K. &Cooper, L. (2015). Anxious for success: High anxiety in New York´ s schools. New York State School Boards Association.
Heravi, M.; Jadid Milani, M.; Rezheh, N.& Velayi, N. (2004). The effect of relaxation training on test anxiety. Journal of Mazandaran University of Medical Sciences, 14(43): 86-91.
Hoseini, N.; Hadianfard, H.; Taghavi, S. M. R. Aflakseir, A. (2014). Anxiety and Cognitive Performance: The Effect of Induced Anxiety Conditions in Inhibition Function of Working Memory. Journal of Psychological Methods and Models, 5(17): 31-59.
Jafayi, R.; Karimi, H.; Hagir, H.& Alizadeh, S. (2015). Effect of formative assessment of students' exam anxiety undisclosed medical sciences. Iranian Journal of Medical Education,15(38): 286-292.
Jarareh, J.; Mohammadi, A.(2013). The effectiveness of cognitive - behavioral test anxiety in secondary school students. Journal of Technology of Education, 7(4): 307-313.
Jokar, F.; Yaryary, F. & Gasemi, M. (2011). Muscle relaxation effect of therapeutic touch and test anxiety and brainwave activity. Journal of Psychology Achievements, 4(2): 225-246.
Karami, A.& Amir Teimouri, M. (2013). The effectiveness of cognitive and metacognitive strategies on test anxiety and self-esteem third son holy city. Quarterly Journal of New Thoughts on Education, 9(2): 85-107.
Karashki, H.; Amin Yazdi, A.; Ekhteraee, Gh. (2011). Compare the effectiveness of emotional intelligence and learning strategies in reducing test anxiety. Research Letter foundations of education, 1(2): 105-118.
Khaksar, M. & Seif, A. (2008). The effectiveness of cognitive and metacognitive strategies on reducing test anxiety. Journal of Educational Psychology, 4(13): 72-88.
Kordnougabi, R. (2011). The effectiveness of training in reducing test anxiety coping skills for high school students. Quarterly Journal of Education, 105: 163-181.
Maddahi, M. E. & Maddah, L. (2014). Efficacy of Training Coping Skills With Negative Mood on Anxiety and Stress among Students. Journal of Psychological Methods and Models, 4(16): 1-10.
Mardpour, A.; Najafi, M.& Rafatmah, M. (2012). Comparison of methods of systematic desensitization, study skills and combination methods in reducing anxiety. Journal of Clinical Psychology, 4(1): 55-64.
Mehrabizadeh, M.& Kazemyan, K.( 2007). The effect of systematic desensitization on test anxiety and academic performance. Applied Psychology, 2(5): 23-34.
Mommeni, M.; Rezaei, F.& Gorgi, Y. (2013). Effectiveness of Meta -cognitive Counseling on Test Anxiety Symptoms of Female Students. Knowledge & Research in Applied Psychology,. 14(4): 101-107.
Mommeni. M; Rezaei, F.& Gorgi, Y. (2013). Effectiveness of Meta -cognitive Counseling on Test Anxiety Symptoms of Female Students. Knowledge & Research in Applied Psychology,14(4): 101-107.
Nasrollahi, S. N.; Mokhtari, H.& Seyedin. M. S. (2014). Meta-analysis: an approach to integration and evaluation of Research Knowledge and Information. Processing and Information Management, 2(29): 293-316.
Pashayi, Z.; Pourebrahim, T.& Khoshkonesh, A. (2009). Skills training, coping with emotions and try Draztrab academic performance of high school girls. Journal of Applied Psychology, 3(4): 7-20.
Poorgholami, F.& Fatehi, Y. (2014). An investigation of the impact of the combination of systematic desensitization and study- skills training on the reduction of studentsʼ test anxiety. Indian Journal of Fundamental and Applied Life Sciences ISSN.. 4 (S4), 2627- 2633.
Pourtaleb, N.( 2016). The effectiveness of integrated training program on decreasing female students’ test anxiety: Moderating effect of mothers’ perfectionism. MA Thesis. University of Tabriz.
Rezayi, M.; Ezhee, J. & Lavasani, M. (2012). Effect of irrational beliefs with cognitive coping strategies with students' test anxiety. Journal of Clinical Psychology, 4(15):13-20.
Ringeisen,T.¸ & Raufelder, D.( 2015). The interplay of parental support, parental pressure and test anxiety e Gender differences in adolescents. Journal of Adolescence, 45¸ 67-79.
SabzehAra Langaroudi, M.; Mohammadi, M.; Mehri, Y; & Talei, A. (2014). The Components of Mental Health and Test Anxiety in Talented and Normal Schools Students. Applied Psychological Research Quarterly.. 5(3), 1-17.
Salimi, J. & Mohammadi, R. (2013). Evaluation of the effect of problem solving skills on male students' test anxiety. Research in Educational systems, 7(21): 71-84.
Sánchez-Meca, J., & Marín-Martínez, F. (2010). Meta-analysis in Psychological Research. International Journal of Psychological Research, 3(1), 150-162.
Sattary-Najaf-Abady, R. & Heidary, H. (2015).The effectiveness of meta-cognitive treatment on test anxiety in students. Journal of Behavioral Sciences, 9(1): 27-32.
Sepehyan, F. (2011). Compare the effectiveness of cognitive therapy, a gradual desensitization and proper training techniques in reducing anxiety and increasing the academic achievement of students. Journal of Psychology, 6(23): 80-99.
Shahandeh, M. &Safarzadeh, S. (2010). Examine the effects of rational - emotional Ellis on reducing test anxiety. Journal of Isfahan Medical School, 28(108): 310-315.
Shirazi, M. (2015). Determine the prevalence of test anxiety and its relationship with academic performance in high schools’ students of Sistan and Baluchistan. Research in education systems, 30(9): 168-186.
Smith, J. T. (1996). Meta-analysis: the librarian as a member of an interdisciplinary team.Library Trends, 45 (2): 265-279.
Sobhi Garamaleki, N.; Rasoolzadeh Tabatabayi, K.; Azad Fallah, P. & Fathi Ashtyani, A. (2008). Evaluate the effectiveness of cognitive therapy in the treatment of students with study skills and test anxiety. Journal of Psychology, 3(11): 37-60.
Soysa, C. K.&Weiss, A. (2014). Mediating perceived parenting styles- test anxiety relationships: Academic procrastination and maladaptive perfectionism. Learning and Individual Differences, 34, 77- 85.
Tabebordbar, F. (2014). Meta-analysis of Effectiveness of CBT Treatment on Addiction and General Health of Addicted. Journal of Psychological Methods and Models, 4(14): 1-12.
Tredoux, C. & Durrheim, K. (2002). Numbers, Hypotheses & Conclusions; A course in Statistics for the Social Sciences. UCT Press.
Yaghobi, A.; Mohagheghi, H.; Erfani, N.& Olfati, N. (2011). The Effect of Time Management on Test Anxiety of First Grade High School Girls in Hamadan City. Scientific Journal of Ilam University of Medical Sciences, 21(1): 70-77.
Yaghobi, A.; Mohagheghi, H.; Yousef Zade, M.; Ganji, K.; Olfati, N. (2014).The effect of time management training on test anxiety and academic achievement motivation among high school students. Journal of school psychology, 3(1): 145-153.
Zargarzadeh, M.& Shirazi, M. (2014). The effect of progressive muscle relaxation method on test anxiety in nursing students. Iranian Journal of Nursing and Midwifery Research, 19: 607-
612.
_||_