E. Hassan pour; F. Michaeli manee; A. Esazadegan; A. Adine vand; S. Saadatmand
Volume 21, Issue 2 , December 2014, , Pages 19-44
Abstract
The present study seeks to examine the effectiveness of training emotional self-regulation and memory skills on reducing test anxiety among students. This research is semi-experimental with a control and experiment group. The statistical population includes all of the female students in Urmia secondary ...
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The present study seeks to examine the effectiveness of training emotional self-regulation and memory skills on reducing test anxiety among students. This research is semi-experimental with a control and experiment group. The statistical population includes all of the female students in Urmia secondary schools. Data were gathered from 45 students with test anxiety through Spielberger’s questionnaire. The samples were studied in two experiment groups and one control group (each 15 people). The participants answered Spielberger’s questionnaire after 2 weeks from the last interference session. Memory skills training was executed in eight 60-minute sessions, twice a week for the experiment group. The control group received no treatment. The data were analyzed through descriptive and inferential methods including the multivariate analysis of variance. Findings show that training emotional self-regulation and memory skills has a positive significant effect on reducing test anxiety (p<0/05). Also the LSD follow-up test showed that emotional self-regulation is more effective than memory skills in reducing test anxiety. Research findings show that although both memory skills and emotional self-regulation were effective in reducing test anxiety, the emotional self-regulation approach is more effective than training memory skills.
