| Objective: This study proves that Meta-cognition Intervention Technology is effective ontest anxiety on the base of previous relevant studies and explores the role of assignment in theprocess of interfering with test anxiety.This study enriches the results of Meta-cognitionIntervention Technology treating test anxiety,and improves and perfects the clinical step ininterfering process.Methods: All clients were divided into experiment group(having assignment) and controlgroup(not having assignment) randomly and the study tests all clients before intervention andafter intervention. The two groups were treated by Meta-cognition Intervention Technologyand the study takes the reducing rate of test scores as the assessment standard of effect. Thetest includes Test Anxiety Scale and Symptom Checklist. If the treatment effect of the subjectsin control group was not obvious, we would treat them again(adding assignment) until theeffect is obvious.The study also takes small sample multi-baseline experimental design toprove every subject’s variation of the level of test anxiety emotion and the degree satisfactionat different symptoms.Results:The TAS scores of6subjects all declined,the scores of the subjects in experimentgroup were lower than12(no anxiety or slight anxiety),the scores of subjects in control groupalso declined but were still higher than the demarcation and were lower than12afterintervention again(adding assignment).The scores of SCL-90were lower than thedemarcation after intervention,and the anxiety factor score declined obviously. The level oftest anxiety emotion of all subjects all declined, the effect of experiment group was obviousand the effect of control group was obvious after intervention again.Conclusion: Meta-cognition Intervention Technology was effective on the treatment oftest anxiety,the technology can solve the test anxiety in short time. Assignment could improveintervention effect,shorten the time of treatment,and maintain the effect. |
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