Jaremko M E, Hadfield R, Walker W E
Percept Mot Skills. 1980 Apr;50(2):495-501. doi: 10.1177/003151258005000224.
A study is described in which students anxious about speeches were treated by variations of stress inoculation training. The purpose of the experiemnt was to evaluate the contribution of an educational phase to the training. Three treatment groups received either the educational phase only, the skills phase only, or both. These were compared with a no-treatment control group. The education-only group was the only group to improve significantly on self-reported anxiety measured before giving a public speech. The education-only and combination group imporved on self-reported self-efficacy as a speaker. All groups improved on behavioral rating of anxiety. Discussion focuses on the apparent potency of using an educational model in the treatment of anxiety. Future research is suggested for delineating the conditions under which education is a powerful ingredient.
一项研究描述了对演讲感到焦虑的学生接受压力接种训练的不同变体治疗的情况。该实验的目的是评估教育阶段对训练的贡献。三个治疗组分别只接受教育阶段、只接受技能阶段或两者都接受。将这些组与未治疗的对照组进行比较。仅接受教育的组是在公开演讲前自我报告的焦虑水平上有显著改善的唯一组。仅接受教育的组和综合组在作为演讲者的自我报告自我效能方面有所改善。所有组在焦虑行为评分方面都有改善。讨论集中在使用教育模型治疗焦虑的明显效力上。建议未来进行研究以确定教育成为有效因素的条件。
