Group Cognitive Behavior Therapy Intervention Study For High School Students Examination Anxiety

Test Anxiety, can be summarized as one person’s emotional, physical and behavioral response caused by the negative cognition and worried thought of examination, a lack of personal ability for the examination, and the other factors. It is generally happening under the circumstances of examination. Factors that affect test anxiety are divided into physiological factors, psychological factors and social factors. Among them, psychological factors are the main direction of Psychologists’research. In recent years, with the development of cognitive behavioral therapy in foreign countries, there’re a few research and synthesis appearing in China. This research is starting from verifying the cognition’s intervention effect on students’ test anxiety, as to use two specific intervention target (to reduce the negative cognition and to enhance the positive cognition), then to design a standardized set of group implementation handbook, by form of groups, interfere with students’teat anxiety level. In theory, this research is helpful for deepening the theoretical model of cognitive behavioral therapy. In practice, this research is helpful for the reduction of students’test anxiety level and the promotion of students’health.This research chose the worried thoughts of examination and the academic self-efficacy target for intervention, which means the main content of the group activities. It was designed for eight conversation, each would last one or one and a half hour of group intervention programs. The purpose of this program is not only to reduce the level of students’test anxiety scores, but also to reduce the happening of students’ worried concerns about test, and improve their academic self-efficacy. In this way to change students’ awareness of the examination to help students adapt to the future study life and the stress event of examination.This research is doing test anxiety intervention of Group Cognitive Behavioral Therapy to thirty-two students who have higher scores on TAS. Among the subjects,16of them will enter the intervention group and the other16will enter the waitlist group. All of them should finish the measures before, after and3-month after the intervention. The effects will test through2*3mixed ANOVA design. The main result of this study are as follow:1. Group Cognitive Behavioral intervention programs had a significant effect on the reduction of high school students’test anxiety level, and the effect has a certain persistence and constancy. The same as students’cognition level.2. The team members’changes in their cognition level is also significantly correlated with the changes in their test anxiety level.As a conclusion, the handbook in this research could efficiently intervene students’test anxiety and cognition level, which means we can use it more in the future. Another main conclusion is that the correlation between students’cognition and test anxiety shows the efficiency of our intervention target.