摘要
目的:探讨团体认知行为治疗高考生考试焦虑的效果。方法:采用整群抽样的方法抽取高三学生80例,随机分配进入治疗组和对照组,每组各40例。使用症状自评量表(SCL-90)和考试焦虑量表(TAS)对两组高考生的考试焦虑症状的进行基线测量,对治疗组高考生采用8周的团体认知行为治疗(每周1.5 h);而对照组高考生不做任何治疗。8周干预后,对两组高考生进行第2次测量,并比较疗效。结果:治疗组高考生考试焦虑症状明显低于对照组(P<0.05),有统计学意义。结论:团体认知行为治疗高考生考试焦虑有效。
Objective To investigate effects of group cognitive-behavioral therapy on anxiety symptoms of students taking the college entrance examination. Methods: Totally 80 students, who would be taking the college entrance examination, were selected by the cluster sampling method and randomly assigned to intervention group (n = 40) and control group (n = 40). The symptom checklist ( SCL-90) and test anxiety scale (TAS) were used to evaluate the baseline conditions of test anxiety for the two groups. The interven-tion Group was given the group cognitive-behavioral therapy for 8 weeks (1. 5 h /week) , while the control group did not receive any inter, ention. 8 weeks later, the tw-o groups were evaluated by SCL- 9 0 and TAS, secondly. Results: The anxiety symptoms of the inter-vention group were significantly milder than those of the control group, and the differences were statistically significant (P 〈0. 05). Conclusions: Group cognitive-behavioral therapy could effectively reduce the test anxiety symptoms of the students taking the college entrance examination.
出处
《中国民康医学》
2017年第3期57-59,共3页
Medical Journal of Chinese People’s Health
关键词
团体认知行为治疗
高考生
考试焦虑
Group cognitive-behavioral therapy
Students taking the college entrance examination
Test anxiety