Reducing Test Anxiety via Acceptance and Commitment-Based Therapy: A Intervention Study in Specific Learning Disability Area

Document Type : Research Paper

Authors

1 Associate Proffesor, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

2 Ph.D of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

3 M.Sc of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

Abstract

The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities.

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History

  • Receive Date: 19 February 2021
  • Revise Date: 06 April 2021
  • Accept Date: 10 April 2021

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