Evaluating the efficacy of cognitive restructuring and exposure therapies on secondary school chemistry students' test anxiety: A randomized trial.

Autor:	Eya NM; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Anumudu JI; Department of Chemistry, Federal College of Education, Eha-Amufu, Enugu State, Nigeria., Nweze BN; Department of Science Education, Enugu State University of Science and Technology (ESUT), Agbani, Nigeria., Dave-Ugwu PO; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Egbo JJ; Department of Science Education, Enugu State University of Science and Technology (ESUT), Agbani, Nigeria., Chukwunwogor EO; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Okebanama CI; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Omeje CO; Department of Science Education, Enugu State University of Science and Technology (ESUT), Agbani, Nigeria., Aikoye JE; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Ngwainmbi D; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria., Ibrahima NN; Faculty of Sciences and Technologies of Education and Training, Cheikh Anta DIOP University, Dakar, Senegal., Ugwuanyi CS; Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria.; Faculty of Education, University of the Free State, Bloemfontein, South Africa.
Jazyk:	angličtina
Zdroj:	Medicine [Medicine (Baltimore)] 2024 Aug 09; Vol. 103 (32), pp. e39253.
DOI:	10.1097/MD.0000000000039253
Abstrakt:	Background: This study explored how cognitive restructuring (CR) and cognitive exposure therapy (CET) impacted test anxiety in chemistry students from Nsukka, Enugu State. Three research questions and hypotheses guided the investigation. Method: A quasi-experimental design with a pretest, posttest, and 2 experimental groups was employed. The study involved 154 SSII chemistry students from 4 purposefully chosen schools within Nsukka. The Chemistry Test Anxiety Scale, Cognitive Restructuring Chemistry Treatment Package, and Cognitive Exposure Chemistry Treatment Package served as the data collection instruments. The Chemistry Text Anxiety Scale's internal consistency, measured by Cronbach alpha, was found to be 0.86, indicating good reliability. Descriptive statistics (mean and standard deviation) addressed the research questions, while Analysis of Covariance tested the hypotheses at a 0.05 significance level. Results: Results showed that the students who were exposed to CR therapy had pretest mean test anxiety score of M̄ = 78.31, standard deviation (SD) = 8.63 and posttest mean test anxiety of mean [M] = 27.06, SD = 5.71, while those exposed to cognitive exposure had a pretest mean test anxiety score of M = 77.39, SD = 8.68 and a posttest mean test anxiety score of M = 32.62, SD = 11.04. The reduction in text anxiety scores of -51.25 and -44.77 for the students exposed to CR and cognitive exposure respectively. The students exposed to CR therapy had lesser posttest mean test anxiety score than those exposed to CET. The results revealed that students receiving CR therapy displayed lower posttest anxiety scores compared to those receiving CET. Additionally, no significant interaction between treatment and gender on test anxiety was found. Conclusion: It was concluded that CR therapy is better than CET in the management of test anxiety among chemistry students. Based on these findings, it was recommended that cognitive behavioral therapists should be invited periodically to educate students on the negative effects of irrational thoughts on academic performance. Competing Interests: The authors have no funding and conflicts of interest to disclose. (Copyright © 2024 the Author(s). Published by Wolters Kluwer Health, Inc.)
Databáze:	MEDLINE
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