团体认知行为治疗高考生考试焦虑效果初探

Primary investigation of effects of group cognitive-behavioral therapy on anxiety symptoms of students taking the college entrance examination

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.