Variations in cognitive behavior modification for test anxiety.

Abstract

Meichenbaum's cognitive behavior modification treatment for test anxiety consists of a cognitive (insight) and a behavioral (modified desensitization) component. In the present experiment variations on the insight and the behavioral component of the program were examined. Subjects (N = 45) were randomly assigned to one of three treatment or two control groups. One group received Meichenbaum's cognitive behavior modification treatment. For a second group Meichenbaum's desensitization component was retained but the insight component was altered by substituting specific statements concerning pressure. In the third group Meichenbaum's insight component was retained and test taking practice was substituted for the desensitization component. All treatment groups also received study skills training. One control group received study skills training but did not experience cognitive-behavior modification and a second control group received no treatment at all. Multiple self-report and performance measures of anxiety were obtained. The combination of Meichenbaum's insight component with test taking practice was most effective in increasing facilitating anxiety and decreasing debilitating anxiety.

A Randomized Controlled Trial of Acceptance-Based Behavior Therapy and Cognitive Therapy for Test Anxiety: A Pilot Study

“…In addition, CT programs for test anxiety typically include relaxation techniques, such as deep breathing and guided imagery. Several studies have indicated that interventions based on CT principles produce a reduction in test anxiety (Dendato & Diener, 1986;Goldfried, Linehan, & Smith, 1978;Himle, Thyer, Papsdorf, & Caldwell, 1984;McCordick, Kaplan, Smith, & Finn, 1981;Meichenbaum, 1971). However, meta-analyses suggest that the full CT package for test anxiety was no better (Hembree, 1988) or was less effective (Ergene, 2003) than behavioral-only treatments.…”

“…Moreover, almost none of the studies examining CT principles have used measurements that can capture changes in real-world performance. Many studies examining CT's effects on test anxiety rely on analogue measures of performance, such as tests of general reasoning (Orbach, Lindsay, & Grey, 2007), speed tests with numbers (Finger & Galassi, 1977), or problem-solving tasks (McCordick et al, 1981); none of these studies revealed benefits to CT over behavioral-only (e.g., modeling, exposure) or control treatment conditions on performance measures. Furthermore, these tasks may not be reflective of real-world performance on examinations.…”

“…Although Dendato and Diener (1986) did report that a relaxation-or cognitive-therapy condition improved exam performance, utilization of cognitive coping statements have been associated with worse performance (Zatz & Chassin, 1985). CT has shown limited, if any, positive effects on real-world test performance (D'Alelio & Murray, 1981;Dendato & Diener, 1986;McCordick et al, 1981), arguably the most important outcome variable.…”

Is it the cognitive or the behavioral component which makes cognitive–behavior modification effective in test anxiety?

“…The posttreatment assessment package was administered at the final meeting of the treatment groups. 2 The dependent variables for all of the analyses to be reported are change scores (posttreatment score minus pretreatment score) except for the digit symbol task, which is an after-only measure. 3 ' 4…”

Multicomponent group interventions for academic underachievers

“…Other authors have supported the use of similar multicomponent treatment packages designed to improve academic performance (Decker & Russell, 1981;Lent & Russell, 1978;McCordick, Kaplan, Smith, & Finn, 1981;Williams, Decker, & Libassi, 1983;Zimpfer, 1986). We have found this group program to be an effective intervention for underachieving students and a successful training experience for graduate students who are learning to be counselors.…”