Hymen S P, Warren R
Percept Mot Skills. 1978 Jun;46(3 Pt 1):847-53. doi: 10.2466/pms.1978.46.3.847.
This study evaluated the efficacy of rational-emotive imagery as a component of rational-emotive therapy in reduction of college students' test anxiety. 11 volunteers met for 6 1-hr. group treatment sessions over a 3-wk. period. After 2 initial treatment sessions subjects were randomly assigned to groups given either rational-emotive therapy with rational-emotive imagery or rational-emotive therapy without imagery. Contrary to predictions, improvement between groups on self-report and performance measures was nonsignificant. Failure to obtain differences was attributed to similarities in content of treatment sessions and short treatment time. Combined groups reported significant improvement on all dependent measures. Although the study did not yield the predicted benefits of the imagery, results lend further support to the efficacy of rational-emotive therapy procedures in the reduction of test anxiety.
本研究评估了合理情绪想象作为合理情绪疗法的一个组成部分在减轻大学生考试焦虑方面的效果。11名志愿者在3周内参加了6次为时1小时的团体治疗课程。在最初的2次治疗课程后，受试者被随机分为接受带有合理情绪想象的合理情绪疗法组或不带有想象的合理情绪疗法组。与预测相反，两组在自我报告和表现测量方面的改善不显著。未能获得差异归因于治疗课程内容的相似性和治疗时间较短。合并组在所有相关测量上均报告有显著改善。尽管该研究未产生想象所预期的益处，但结果进一步支持了合理情绪疗法程序在减轻考试焦虑方面的效果。
