Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students

Study on Influencing Factors and Interventions of Adolescent Mathematics Anxiety

“…Currently, researchers have proposed some effective and feasible interventions for individual math anxiety, including cognitive behavioral therapy, focused breathing training and expressive writing. For the first intervention, cognitive behavioral therapy (CBT) [71], this therapy is a therapy in which therapists help patients understand their cognitive errors and distortions [72], based on the idea that cognitive distortions cause depression and anxiety [73].Moreover, due to the emergence of negative and irrational thinking, the individual cognition of students with math anxiety has been distorted to some extent, and their own cognition has also been affected to a certain extent [74]. Therefore, cognitive behavioral therapy (CBT) intervenes in adolescents' math anxiety from three aspects: physiological, behavioral and cognitive [75][76].…”

“…(a) Under the guidance of therapists, participants reduce their physiological level of math anxiety through relaxation or breathing training (b)Therapists guide participants to identify their own anxiety symptoms, and participants need to learn how to analyze the symptoms objectively and carefully. At the same time, therapists should also teach participants more useful new methods, so that participants can deal with the problem more flexibly (c)When faced with certain events that may cause anxiety, participants need to learn to change their inherent thinking and look at and solve problems from different perspectives [71].In addition, the cognitive behavioral therapy also targets the individual's own belief system, shows and explains rational thinking to patients with math anxiety, and helps them acquire a higher sense of self-efficacy, so that patients can better deal with emergencies in life flexibly and quickly adapt to the new environment [71]. Thus, through the reconstruction of belief, patients can shorten the gap between the real and ideal self [71], themselves can obtain a more positive academic self-concept, and effectively reduce the level of math anxiety.…”

“…At the same time, therapists should also teach participants more useful new methods, so that participants can deal with the problem more flexibly (c)When faced with certain events that may cause anxiety, participants need to learn to change their inherent thinking and look at and solve problems from different perspectives [71].In addition, the cognitive behavioral therapy also targets the individual's own belief system, shows and explains rational thinking to patients with math anxiety, and helps them acquire a higher sense of self-efficacy, so that patients can better deal with emergencies in life flexibly and quickly adapt to the new environment [71]. Thus, through the reconstruction of belief, patients can shorten the gap between the real and ideal self [71], themselves can obtain a more positive academic self-concept, and effectively reduce the level of math anxiety. At present, some studies have been done to interfere with mathematics anxiety by rebuilding mathematics cognition among teenagers, and the results show that the level of mathematics anxiety among teenagers has decreased significantly.…”

“…At present, some studies have been done to interfere with mathematics anxiety by rebuilding mathematics cognition among teenagers, and the results show that the level of mathematics anxiety among teenagers has decreased significantly. The whole intervention process was based on the guidance algorithm [77], including 12 weeks of treatment, 90 minutes of group discussion meeting and 30 minutes of behavioral strategy consultation each time [71]. The specific treatment steps are as follows [71].…”

Matematik Kaygısının Azaltılmasında Öğretimsel Müdahalelerin Etkililiği: Türkiye’de Yapılan Çalışmalar Üzerine Bir Meta-Analiz

“…Matematik kaygısının azaltılmasında birçok psikolojik danışma tekniklerinin ve terapilerin kullanıldığına rastlanmaktadır. Bilişsel davranışçı terapi (Asanjarania ve Zarebahramabadi, 2021;Bicer ve diğerleri, 2020), sistematik duyarsızlaştırma (Akeb-Urai ve diğerleri, 2020; Astuty ve Winarso, 2021;Farid, 2020;Olson ve Gillingham, 1980;Schneider ve Nevid, 1993;Zettle, 2003), kabul ve kararlılık terapisi (Zettle, 2003), farkındalık temelli bilişsel terapi (LaGue ve diğerleri, 2019), hipnoterapi (Suryaman ve diğerleri, 2022a, 2022b) ve gevşeme (Yuliastini, 2020) bu tekniklerden bazılarıdır. Bunların yanı sıra öğrencilerin matematik kaygısını azaltmak için çeşitli öğretimsel müdahalelerin de uygulandığı görülmektedir (Aprillia ve Lestari, 2022;Arslan, 2008;Aslan, 2018;Auliya, 2017;Azizah, 2021;Barçın, 2019;Berber, 2021;Bermuli ve Tamba, 2021;Borlat, 2018;Bouzid ve diğerleri, 2021;Cengiz, 2017;Çakır, 2015;Çoruk, 2015;Demir, 2017;Doruk, 2016;Ekici, 2008;Eray, 2022;Erginbaş, 2009;Erşen, 2014;Genç ve Altınok, 2021;Georgiou ve diğerleri, 2021;Girit, 2011;Güzeller ve Akın, 2012;Hangün, 2019;Hidayat ve Lia, 2020;İlaslener Terzi, 2019;Istikomah ve diğerleri, 2022;Karbeyaz, 2018;…”