Volume 16, Issue 3 (1-2019)
RBS 2019, 16(3): 344-352 |
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Habibollahi S, Abedi A, Naderi F, Mazaheri M M. The Effect of Acceptance and Commitment Therapy (ACT) on Test Anxiety and Psychological Well-being of High School Students. RBS 2019; 16 (3) :344-352
URL: http://rbs.mui.ac.ir/article-1-616-en.html
URL: http://rbs.mui.ac.ir/article-1-616-en.html
1- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Associate Professor, Department of Psychology of Children with Special Needs, Isfahan University, Isfahan, Iran. , a.abedi@edu.ui.ac.ir
3- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
4- Associate Professor, Department of Philosophy, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor, Department of Psychology of Children with Special Needs, Isfahan University, Isfahan, Iran. , a.abedi@edu.ui.ac.ir
3- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
4- Associate Professor, Department of Philosophy, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract: (2619 Views)
Aim and Background: Test anxiety is one of the most common anxieties in educational environments, which, in addition to negative effects on academic performance, can lead to a reduction in psychological well-being among students. Therefore, the purpose of this study was to investigate the effect of acceptance and commitment Therapy (ACT) on test anxiety and psychological well-being of high school students. Methods and Materials: This study was a semi experimental with a pre-test and post-test design and control group. The statistical population included all boy students in high school of Najaf Abad city in the school year 2013-2014. Sample size includes 60 students (each group 30 person) that were selected by multistep cluster sampling method. Both groups completed the Sarason's Test Anxiety Scale (TAS) and Reef's Psychological Well-Being Scale (PWBS) as pre-test and post-test. Data was analyzed by multivariate analysis of covariance (MONCOVA) method and using the SPSS software. Findings: The results of MONCOVA showed that there is a significant difference between post-test scores of experimental and control groups (p<0.001, F= 44.80 ) . In the other hand, ACT led to significant decrease test anxiety (F= 33.17, p<0.001 ) and significant increase psychological well-being (F= 27.26, p<0.001). Conclusions: The results showed ACT method is effective in decrease test anxiety and increase psychological well-being of students.
Type of Study: Research |
Subject:
General
Received: 2020/02/8 | Accepted: 2020/05/10 | Published: 2020/05/10
Received: 2020/02/8 | Accepted: 2020/05/10 | Published: 2020/05/10
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