Cognitive behavior modification and modeling for test anxiety.

McCordick, Sharon M.; Kaplan, Robert M.; Finn, Mary E.; Smith, Shirley H.

doi:10.1037/0022-006x.47.2.419

Cited by 15 publications

(11 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in an earlier study on speech anxiety, a cognitive-only treatment was found to be superior to a form of counseling that combined the cognitive component with desensitization (Meichenbaum, Gilmore, & Fedoravicius, 1971). The results are also consistent with several very recent studies (McCordick, Kaplan, Finn, & Smith, 1979;McCordick, Kaplan, Smith & Finn, Note 2) which show that the effectiveness of Meichenbaum's treatment can be enhanced by building upon the cognitive component.…”

Section: Discussionsupporting

confidence: 83%

“…There were four groups: (a) a cog-nitive-only group, (b) a desensitization only-group, (c) a combination cognitive plus desensitization group, and (d) a control group that received no treatment. Because several authors have commented that treatment for test anxiety is ineffective if study habits are deficient (Allen, 1971;McCordick, Kaplan, Finn, & Smith, 1979;Spielberger et al 1976) study skills training was given to each treatment group.…”

Section: Test Anxietymentioning

confidence: 99%

See 1 more Smart Citation

Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Kaplan¹,

McCordick²,

Twitchell³

1979

Journal of Counseling Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Test Anxietymentioning

confidence: 99%

Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Kaplan¹,

McCordick²,

Twitchell³

1979

Journal of Counseling Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, this seems to indicate that the omission of the education phase, which is a cognitive component of SIT, did not affect its ability to reduce the participants' state anxiety. This finding diverges from earlier research, which supported the education component of the SIT program (McCordick, Kaplan, Finn & Smith, 1979;Harmon-Bowman, 1981). However, it reinforces the claim of Moses (1980) that education component was not a significant component of SIT for it to have an impact on stress or anxiety.…”

Section: Resultscontrasting

confidence: 99%

Stress Inoculation Training (Sit) on State-Trait Anxiety of High-Stress Senior College Students

Bersamin¹,

Posadas²

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

View full text Add to dashboard Cite

This study examined the impact of Stress Inoculation Training (SIT) program on the state-trait anxiety of 57 high-stress senior college students in one of the colleges in Mindanao. Using purposive sampling and quasiexperimental design with three treatment conditions 1) no training, 2) abbreviated Stress Inoculation Training, 3) standard Stress Inoculation Training, and measured at three points in time: pre-intervention phase, post-intervention phase, and delayed post-intervention phase, multivariate analysis of covariance (MANCOVA) results showed that there was a significant difference between groups on dependent variables post-intervention state anxiety scores (postSAS) and delayed post-intervention state anxiety scores (delSAS) Wilk's λ .84, F (4,104) = 2.45, p = .05. Univariate analysis of covariance (ANCOVA) revealed a significant difference in the post-intervention state anxiety scores F (2, 53) = 4.78, p = .01 with adjusted means significantly lower for the abbreviated Stress Inoculation Training group compared with the no training and standard Stress Inoculation Training groups. Multivariate analysis of covariance results further showed no significant difference between groups on the post-intervention trait anxiety scores (postTAS) and delayed post-intervention trait anxiety scores (delTAS) Wilk's λ = .88, F(4,104) = 1.79, p = .14. Overall, results indicated that abbreviated Stress Inoculation Training effectively reduced state anxiety than standard Stress Inoculation Training. However, its effects failed to show stability over time. On the other hand, neither abbreviated Stress Inoculation Training nor standard Stress Inoculation Training effectively reduced trait anxiety. These findings support the efficacy of abbreviated Stress Inoculation Training over standard Stress Inoculation Training in reducing high-stress senior college students' state anxiety.

show abstract

“…The experiments by Bruch (1978), Malec, Park, andWatkins (1976), andMcCordick, Kaplan, Finn, andSmith (1979) were directed toward the cognitive component of test anxiety, but only McCordick et al investigated improvement in academic performance. The majority of the studies in this section were devoted to treating the emotionality component of test anxiety.…”

Section: Observational Learningmentioning

confidence: 99%

The Measurement and Treatment of Test Anxiety

Tryon

1980

Review of Educational Research

151

View full text Add to dashboard Cite

A review of the literature concerning the self-report test anxiety scales and treatment of test anxiety was conducted. The various popular self report test anxiety instruments were examined with attention given to the reliability and validity status of the scales. Treatment studies were reviewed, with attention being paid to both the outcomes presented and the designs used. Treatments directed toward test worry were more effective in reducing self reported test anxiety and increasing grades than treatments directed toward test emotionality. Self-reported test anxiety was found to decrease as a result of most treatment including pseudotherapy.

show abstract

Cognitive behavior modification and modeling for test anxiety.

Cited by 15 publications

References 3 publications

Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

Stress Inoculation Training (Sit) on State-Trait Anxiety of High-Stress Senior College Students

The Measurement and Treatment of Test Anxiety

Contact Info

Product

Resources

About