The Effect of Stress Inoculation Training (SIT) on Reducing Test Anxiety and Enhancing Academic Performance in Physics
Subject Areas : Educational Psychology
Khadijeh
Yoseflo
1
(کارشناسی ارشد روانشناسی تربیتی، آموزش و پرورش شهر خوی، خوی، ایران.)
Heidar Ali
Zarei
2
(استادیار روانشناسی تربیتی، گروه علوم‌تربیتی و روانشناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران)
Keywords: test anxiety, Academic Performance, physics, stress inoculation training (SIT),
Abstract :
The purpose of the present study is to determine the effectiveness of Stress Inoculation Training (SIT) on reducing test anxiety and enhancing academic performance of Iranian female secondary students in physics during academic year 1393-1394. The research method was quasi experimental with the experimental and control groups. To do this, forty students were selected through convenience sampling technique out of the research population, which included all students suffering from test anxiety. The research sample was then randomly assigned into experimental and control groups. The experimental group had been under group intervention with an approach based on stress inoculation training (SIT) for eight sessions. During this period, no intervention on control group was done. The research instruments were Philipʼs test Anxiety Questionnaire (PAQ) and scores in physics which were used for both groups during the pretest and posttest. The researchers used Analysis of Covariance to analyze the obtained data. The results showed that Stress Inoculation Training (SIT) led to decreased test anxiety and increased academic performance of the experimental group during the posttest (p< 0/05).
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Ainley, M., & Patrick, L. (2006). Measuring self- regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267-286.
Aghdasi, A., Asl Fatah, B., & Saed, M. (2012). The effect of education immunization against stress on test anxiety and academic performance of female students. Journal of Education, 5(20), 48-33 [In Persian].
Beyabangard, A. (2007). Test Anxiety. Tehran: Farhange Eslami Press, 2nd ed. [In Persian].
Fontana, A. M., Hyra, D., godfrey, L. & Cremak, l. (1999). Impact of a peer-led stress inoculation training intervention on state anxiety and heart rate in college student. Journal of Applied Biobehavioral Research, 4(1), 45-63.
Folkman, S., Chesney, M., McKusick, L., Ironsom, G., Johnson, D. S., & coates, T. J. (1991). Translating coping theory into intervention. In Eckenrode, J. (Ed), the social context of coping. (pp. 239-260). New York: Plenum Press.
Gamari, M. (2008). The effectiveness of stress inoculation training (STD) in reducing anxiety in students. Consulting Innovations and Research, 7(26), 107-116 [In Persian].
Ganji, H., Mami, S., Amiran, K., & niazi, E. (2014). The effect of hardiness training on studentsʼ test anxiety and academic achievement of students. Journal of Education and Evaluation, 8(29), 61-73 [In Persian].
Hains, A. A. (1994). The effectiveness of a school-based, cognitive-behavioral stress management program with adolescents reporting high and low levels of emotional arousal. The School Counselor, 42, 114-125.
Hains, A. A., & Szyjakowski, M. (1990). A cognitive stress-reduction intervention Program for adolescents. Journal of Counseling Psychology, 37(1), 79-84.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 7–77.
Huberty, C. J. (2002). A history of effect sizes indices. Educational Psychology Measurement, 62, 227-240 [Online]. [access: 2015].
Hülya Ünal-Karagüven, M. (2015). Demographic factors and communal mastery as predictors of academic motivation and test anxiety. Journal of Education and Training Studies, 3(3), 1-12.
Jrarh, J., & Mohammadi Gorgany, A. (2013). Effectiveness of cognitive-behavioral training on Secondary school studentsʼ test anxiety. Educational Technology, 7(4), 313-307 [In Persian].
Khosravi, M., & Bigdely, I. (2008). The relationship between personality factors and test anxiety among university students. Journal of Behavioral Sciences, 2(1), 13-24 [In Persian].
Larson, H. A., Yoder, A., Johnson, C., Ramahi, M., Sung, j., & Washburn, F. (2010). Test anxiety and relaxation training in third-grade students. Journal of Eastern Education, 39(1), 13-22.
Lim Kok Seng, E. (2015). The influence of pre-university students’ mathematics test anxiety and numerical anxiety on mathematics achievement. International Education Studies, 8(11), 162-168.
Many, M., & Many, W. (1975).The relationship between self-esteem and anxiety in grade four through eight. Educational and Psychological Measurement, 35, 1017-1021.
McDonald, A. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89-101.
Mehdipour Maralani, F., Gholamali Lavasani, M., & Hejazi, E. (2016). Structural modeling on the relationship between basic psychological needs, academic engagement, and test anxiety. Journal of Education and Learning, 5(4), 44-52.
Meichenbaum, D. (1985). Education immunization against stress, [S. Mobini, Trans.]. Tehran: Roshd publication, 1376 [In Persian].
Meichenbaum, D. (1993). Stress inoculation training. A 20 year update, In R. L. Woolfolk, & P. M. Lehrer, (Eds), Principles and practices of stress management. (pp. 373-406). New York: Guilford press.
Meichenbaum, D. (2007). Stress inoculation training: a Preventative and treatment approach. In P. M. Lehrer, L. R. Wool folk, & W.S. Sime, (Eds), New York: Guilford Press, 3rd edition.
Miller, M. (1990). An inventory for measuring clinical anxiety psychometric properties. Journal of consulting and clinical psychology, 2(6), 15-18.
Narimani, M., Hasanzadeh, S., & Abolghasemi, A. (2012). The effectiveness of stress inoculation training in decreasing stress, anxiety and depression of pre-university female students. Journal of School Psychology, 1(3), 101-117 [In Persian].
Pashayi, Z., Pourebrahim, T., & Khoshkonesh, A. (2010). The effects of skills training of emotions confronting on test anxiety and academic performance of female students. Journal of Applied Psychology, 4(12), 7-20 [In Persian].
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37 (2), 91-105.
Rashidi, A. (2009). The effect of Stress inoculation training on test anxiety and academic performance of middle school students of Urmia. (Masterʼs thesis in General Psychology). Islamic Azad University, Tabriz Branch [In Persian].
Rees, K., Bennett, P., West, R., Davey, S. G., & Ebrahim, S. (2004). Psychological interventions for coronary heart disease. Cochrane Database of Systematic Reviews, (2). Page: CD002902. DOI: 10. 1002/14651858 [Online]. < Retrieved from internet: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170898/> [access: 2014].
Ross, M. J., & Berger, R. S. (1996). Effects of stress inoculation training on athletes' postsurgical pain and rehabilitation after orthopedic injury. Journal of Consult Clinical psychology, 64 (2), 406-10.
Sadock, B. J., & Sadock, V. A. (2005). Synopsis of psychiatry (9th ed.). Philadelphia: Lippincott Williams & Wilkins.
Sephrian, F., & Rezai, Z. (2010). The prevalence of test anxiety and effect of coping therapy on reducing test anxiety and increaseing academic performance in female students. Research in Curriculum Planning, 25, 65-80 [In Persian].
Sheehy, R., & Horan, J. J. (2004). Effects of stress inoculation training for first-year law students. International journal of stress management, 11(1), 44-45. [Online]. http://vcc.asu.edu/vcc_pdfs/d-rs-ijsm.pdf> [access: 2014].
Sohrabi, F., darine, M., & davoodi, H. (2011). The effectiveness of stress inoculation training on reducing stress, anxiety and depression in working women. Journal of Studies in Clinical Psychology, 2(5), 1-22 [In Persian].
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (5th ed.). Boston: Pearson Education.
Taherzadeh Ghahfarokhi, S., Ebrahimi Ghavam, S., Dortaj, F., & Saadipour, E. (2016). The comparison of the effectiveness of meta-cognitive therapy and Meichenbaum’s self-instructional on test anxiety of high school female students. Journal of school psychology, 5 (1), 139-145 [In Persian].
Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Journal of Personality and Individual Differences, 52, 632-636.
_||_Abolgasemi, A., Mehrabe zadeh honarmand, M., Najarian, B., & Shokrkon, H. (2004). The effectiveness of Stress inoculation training and systematic desensitization in students with test anxiety. Journal of Psychology, 8 (29), 3-22. [In Persian]
Ainley, M., & Patrick, L. (2006). Measuring self- regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267-286.
Aghdasi, A., Asl Fatah, B., & Saed, M. (2012). The effect of education immunization against stress on test anxiety and academic performance of female students. Journal of Education, 5(20), 48-33 [In Persian].
Beyabangard, A. (2007). Test Anxiety. Tehran: Farhange Eslami Press, 2nd ed. [In Persian].
Fontana, A. M., Hyra, D., godfrey, L. & Cremak, l. (1999). Impact of a peer-led stress inoculation training intervention on state anxiety and heart rate in college student. Journal of Applied Biobehavioral Research, 4(1), 45-63.
Folkman, S., Chesney, M., McKusick, L., Ironsom, G., Johnson, D. S., & coates, T. J. (1991). Translating coping theory into intervention. In Eckenrode, J. (Ed), the social context of coping. (pp. 239-260). New York: Plenum Press.
Gamari, M. (2008). The effectiveness of stress inoculation training (STD) in reducing anxiety in students. Consulting Innovations and Research, 7(26), 107-116 [In Persian].
Ganji, H., Mami, S., Amiran, K., & niazi, E. (2014). The effect of hardiness training on studentsʼ test anxiety and academic achievement of students. Journal of Education and Evaluation, 8(29), 61-73 [In Persian].
Hains, A. A. (1994). The effectiveness of a school-based, cognitive-behavioral stress management program with adolescents reporting high and low levels of emotional arousal. The School Counselor, 42, 114-125.
Hains, A. A., & Szyjakowski, M. (1990). A cognitive stress-reduction intervention Program for adolescents. Journal of Counseling Psychology, 37(1), 79-84.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 7–77.
Huberty, C. J. (2002). A history of effect sizes indices. Educational Psychology Measurement, 62, 227-240 [Online]. [access: 2015].
Hülya Ünal-Karagüven, M. (2015). Demographic factors and communal mastery as predictors of academic motivation and test anxiety. Journal of Education and Training Studies, 3(3), 1-12.
Jrarh, J., & Mohammadi Gorgany, A. (2013). Effectiveness of cognitive-behavioral training on Secondary school studentsʼ test anxiety. Educational Technology, 7(4), 313-307 [In Persian].
Khosravi, M., & Bigdely, I. (2008). The relationship between personality factors and test anxiety among university students. Journal of Behavioral Sciences, 2(1), 13-24 [In Persian].
Larson, H. A., Yoder, A., Johnson, C., Ramahi, M., Sung, j., & Washburn, F. (2010). Test anxiety and relaxation training in third-grade students. Journal of Eastern Education, 39(1), 13-22.
Lim Kok Seng, E. (2015). The influence of pre-university students’ mathematics test anxiety and numerical anxiety on mathematics achievement. International Education Studies, 8(11), 162-168.
Many, M., & Many, W. (1975).The relationship between self-esteem and anxiety in grade four through eight. Educational and Psychological Measurement, 35, 1017-1021.
McDonald, A. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89-101.
Mehdipour Maralani, F., Gholamali Lavasani, M., & Hejazi, E. (2016). Structural modeling on the relationship between basic psychological needs, academic engagement, and test anxiety. Journal of Education and Learning, 5(4), 44-52.
Meichenbaum, D. (1985). Education immunization against stress, [S. Mobini, Trans.]. Tehran: Roshd publication, 1376 [In Persian].
Meichenbaum, D. (1993). Stress inoculation training. A 20 year update, In R. L. Woolfolk, & P. M. Lehrer, (Eds), Principles and practices of stress management. (pp. 373-406). New York: Guilford press.
Meichenbaum, D. (2007). Stress inoculation training: a Preventative and treatment approach. In P. M. Lehrer, L. R. Wool folk, & W.S. Sime, (Eds), New York: Guilford Press, 3rd edition.
Miller, M. (1990). An inventory for measuring clinical anxiety psychometric properties. Journal of consulting and clinical psychology, 2(6), 15-18.
Narimani, M., Hasanzadeh, S., & Abolghasemi, A. (2012). The effectiveness of stress inoculation training in decreasing stress, anxiety and depression of pre-university female students. Journal of School Psychology, 1(3), 101-117 [In Persian].
Pashayi, Z., Pourebrahim, T., & Khoshkonesh, A. (2010). The effects of skills training of emotions confronting on test anxiety and academic performance of female students. Journal of Applied Psychology, 4(12), 7-20 [In Persian].
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37 (2), 91-105.
Rashidi, A. (2009). The effect of Stress inoculation training on test anxiety and academic performance of middle school students of Urmia. (Masterʼs thesis in General Psychology). Islamic Azad University, Tabriz Branch [In Persian].
Rees, K., Bennett, P., West, R., Davey, S. G., & Ebrahim, S. (2004). Psychological interventions for coronary heart disease. Cochrane Database of Systematic Reviews, (2). Page: CD002902. DOI: 10. 1002/14651858 [Online]. < Retrieved from internet: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170898/> [access: 2014].
Ross, M. J., & Berger, R. S. (1996). Effects of stress inoculation training on athletes' postsurgical pain and rehabilitation after orthopedic injury. Journal of Consult Clinical psychology, 64 (2), 406-10.
Sadock, B. J., & Sadock, V. A. (2005). Synopsis of psychiatry (9th ed.). Philadelphia: Lippincott Williams & Wilkins.
Sephrian, F., & Rezai, Z. (2010). The prevalence of test anxiety and effect of coping therapy on reducing test anxiety and increaseing academic performance in female students. Research in Curriculum Planning, 25, 65-80 [In Persian].
Sheehy, R., & Horan, J. J. (2004). Effects of stress inoculation training for first-year law students. International journal of stress management, 11(1), 44-45. [Online]. http://vcc.asu.edu/vcc_pdfs/d-rs-ijsm.pdf> [access: 2014].
Sohrabi, F., darine, M., & davoodi, H. (2011). The effectiveness of stress inoculation training on reducing stress, anxiety and depression in working women. Journal of Studies in Clinical Psychology, 2(5), 1-22 [In Persian].
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (5th ed.). Boston: Pearson Education.
Taherzadeh Ghahfarokhi, S., Ebrahimi Ghavam, S., Dortaj, F., & Saadipour, E. (2016). The comparison of the effectiveness of meta-cognitive therapy and Meichenbaum’s self-instructional on test anxiety of high school female students. Journal of school psychology, 5 (1), 139-145 [In Persian].
Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Journal of Personality and Individual Differences, 52, 632-636.