Brown University, Providence, RI, USA.
Behav Modif. 2011 Jan;35(1):31-53. doi: 10.1177/0145445510390930.
Many university students suffer from test anxiety that is severe enough to impair performance. Given mixed efficacy results of previous cognitive-behavior therapy (CBT) trials and a theoretically driven rationale, an acceptance-based behavior therapy (ABBT) approach was compared to traditional CBT (i.e., Beckian cognitive therapy; CT) for the treatment of test anxiety. In this pilot study, 16 university students with test anxiety were randomly assigned to receive either a CT or ABBT 2-hr group workshop. The two treatments produced markedly different effects on test performance (measured by exam scores), with those receiving ABBT experiencing improvements in performance, whereas those receiving CT exhibited reduced performance. In addition, there was a suggestion that ABBT might have been more effective at reducing subjectively experienced test anxiety (i.e., a nonsignificant but medium-sized group by time interaction effect). Implications of these results for the treatment of test anxiety and for theoretical notions related to cognitive change strategies are discussed.
许多大学生患有严重到足以影响表现的考试焦虑症。鉴于先前认知行为疗法 (CBT) 试验的疗效结果不一致，以及基于理论的原理，本研究比较了基于接纳的行为疗法 (ABBT) 与传统 CBT（即贝克认知疗法；CT）治疗考试焦虑症的效果。在这项初步研究中，16 名患有考试焦虑症的大学生被随机分配接受 CT 或 ABBT 2 小时小组工作坊。两种治疗方法对考试表现（通过考试成绩衡量）产生了明显不同的影响，接受 ABBT 的人表现有所提高，而接受 CT 的人则表现下降。此外，有迹象表明 ABBT 在降低主观体验到的考试焦虑方面可能更有效（即，时间交互效应无统计学意义但中等大小的组间效应）。讨论了这些结果对考试焦虑症治疗和与认知改变策略相关的理论概念的影响。
