Description of the General Procedure of a Stress Inoculation Program to Cope with the Test Anxiety
Affiliation(s)
Department Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicología, Universidad de Salamanca, Salamanca, Espa?a . Department Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Humanidades y Educación, Universidad de Burgos, Burgos, Espa?a .
Department Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicología, Universidad de Salamanca, Salamanca, Espa?a . Department Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Humanidades y Educación, Universidad de Burgos, Burgos, Espa?a .
ABSTRACT
We set out the stages in the general procedure of a stress inoculation program for the treatment of test anxiety in university students, with the aim of adapting it to the characteristics of each participant. Research has previously been conducted to that end (Serrano, Delgado, & Escolar, 2010; Serrano, Escolar, & Delgado, 2002; Serrano, Escolar, & Delgado, 2011) on dismantling strategies in a real clinical field. We conclude that there are individual response patterns to test anxiety, so it is therefore necessary to adapt the intervention to the principle variable that is affected in each individual (Escolar & Serrano, 2012). We do not consider that training in study skills is appropriate, when treating problems of irrational anxiety.
KEYWORDS
Stress Inoculation, Irrational Test Anxiety, Worry-Emotionality, Individual Response Patterns
Stress Inoculation, Irrational Test Anxiety, Worry-Emotionality, Individual Response Patterns
Cite this paper
Serrano-Pintado, I. & Escolar-Llamazares, M.C. (2014). Description of the General Procedure of a Stress Inoculation Program to Cope with the Test Anxiety. Psychology, 5, 956-965. doi: 10.4236/psych.2014.58106.
Serrano-Pintado, I. & Escolar-Llamazares, M.C. (2014). Description of the General Procedure of a Stress Inoculation Program to Cope with the Test Anxiety. Psychology, 5, 956-965. doi: 10.4236/psych.2014.58106.
References
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http://dx.doi.org/10.1016/j.paid.2011.11.015 [4] Can, P. B., Dereboy, C., & Eskin, M. (2012). Comparison of the Effectiveness of Cognitive Restructuring and Systematic Desensitization in Reducing High-Stakes Test Anxiety. Turkish Journal of Psychiatry, 23, 9-17. [5] Cassady, J. C., & Johnson, R. E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27, 270-295.
http://dx.doi.org/10.1006/ceps.2001.1094 [6] Conley, K. M., & Lehman, B. J. (2012). Test Anxiety and Cardiovascular Responses to Daily Academic Stressors. Stress and Health, 28, 41-50.
http://dx.doi.org/10.1002/smi.1399 [7] Cunha, M., & Paiva, M. J. (2012). Text Anxiety in Adolescents: The Role of Self-Criticism and Acceptance and Mindfulness Skills. The Spanish Journal of Psychology, 15, 533-543.
http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n2.38864 [8] Deffenbacher, J. L. (1980). Worry and Emotionality in Test Anxiety. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research, and Applications (pp. 111-128). Hillsdale, NJ: Lawrence Erlbaum Associates. [9] Escolar, M. C. (2007). Eficacia diferencial de estrategias de afrontamiento de la ansiedad ante los examenes universitarios en funcion de la variable principalmente afectada. Unpublished Doctoral Thesis, Universidad de Salamanca, Spain. [10] Escolar, M. C., & Serrano, I. (2012). Eficacia de las herramientas cognitivo-conductuales para disminuir la ansiedad en el ambito educativo. Boletin de la SEAS, 37, 8-21. [11] Fletcher, T. M., & Spielberger, C. D. (1995). Comparison of Cognitive Therapy and Rational-Emotive Therapy in the Treatment of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 153-169). Washington DC: Taylor & Francis. [12] Furlan, L. A., Sanchez Rosas, J., Heredia, D., Piemontesi, S., & Illbele, A. (2009). Estrategias de aprendizaje y ansiedad ante los examenes en estudiantes universitarios. Pensamiento Psicologico, 5, 117-124. [13] Gaudry, E., & Spielberger, C. D. (1971). Anxiety and Educational Achievement. New York: Wiley. [14] Gonzalez, H. P. (1995). Systematic Desensitization, Study Skills Counseling, and Anxiety-Coping Training in the Treatment of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 117-132). Washington DC: Taylor & Francis. [15] Gutierrez-Calvo, M. (1996). Ansiedad y deterioro cognitivo: Incidencia en el rendimiento academico. Ansiedad y Estres, 2, 173-194. [16] Hernandez, J. M., Pozo, C., & Polo, A. (1994). Ansiedad ante los examenes: Un programa para su afrontamiento de forma eficaz. Valencia: Promolibro. [17] Holroyd, K. A., & Appel, M. A. (1980). Test Anxiety and Physiological Responding. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research, and Applications (pp. 129-151). Hillsdale, NJ: Lawrence Erlbaum Associates. [18] Iruarrizaga, I., & Salvador, M. E. (1999). Intervencion cognitivo conductual en los problemas de ansiedad de evaluacion. Tratamiento de un caso. Psicologia.
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http://dx.doi.org/10.1037/0022-0167.26.5.371 [21] Liebert, R. M., & Morris, L. W. (1967). Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data. Psychological Reports, 20, 975-978.
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http://dx.doi.org/10.1037/0022-0663.73.4.541 [28] Naveh-Benjamin, M. (1991). A Comparison of Training Programs Intended for Different Types of Test-Anxious Students: Further Support for an Information-Processing Model. Journal of Educational Psychology, 83, 134-139.
http://dx.doi.org/10.1037/0022-0663.83.1.134 [29] Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y. G. (1987). Two Types of Test-Anxious Students: Support for an Information Processing Model. Journal of Educational Psychology, 79, 131-136.
http://dx.doi.org/10.1037/0022-0663.79.2.131 [30] Nemati, A., & Habibi, P. (2012). The Effect of Practicing Pranayama on Test Anxiety and Test Performance. Indian Journal of Science and Technology, 5, 2645-2650. [31] Onwuegbuzie, A. J., & Daley, C. E. (1996). The Relative Contributions of Examination-Taking Coping Strategies and Study Coping Strategies to Test Anxiety: A Concurrent Analysis. Cognitive Therapy and Research, 20, 287-303.
http://dx.doi.org/10.1007/BF02229239 [32] Osterhouse, R. A. (1969). A Comparison of Desensitization and Study-Skills Training for the Treatment of Two Kinds of Test-Anxious Students. Unpublished Doctoral Dissertation, Columbus, OH: Ohio State University. [33] Osterhouse, R. A. (1972). Desensitization and Study-Skills Training as Treatment for Two Types of Test-Anxious Students. Journal of Counseling Psychology, 19, 301-307.
http://dx.doi.org/10.1037/h0034177 [34] Parker, J. C. I., Vagg, P. R., & Papsdorf, J. D. (1995). Systematic Desensitization, Cognitive Coping, and Biofeedback in the Reduction of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 171-182). Washington DC: Taylor & Francis. [35] Piemontesi, S. E., & Heredia, D. E. (2009). Afrontamiento ante examenes: Desarrollo de los principales modelos teoricos para su definicion y medicion. Anales de Psicologia, 25, 102-111. [36] Piemontesi, S., Heredia, D., Furlan, L., Sanchez-Rosas, J., & Martinez, M. (2012). Ansiedad ante los examenes y estilos de afrontamiento ante el estres academico en estudiantes universitarios. Anales de Psicologia, 28, 89-96. [37] Polo, A., Hernandez, J. M., & Pozo, C. (1996). Evaluacion del estres academico en estudiantes universitarios. Ansiedad y Estres, 2, 159-172. [38] Pozar, F. F. (1979). Inventario de habitos de estudio: IHE. Madrid: TEA. [39] Putwain, D. W., & Sysmes, W. (2012). Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety. British Journal of Educational Psychology, 82, 207-224.
http://dx.doi.org/10.1111/j.2044-8279.2011.02021.x [40] Ramirez, G., & Beilock, S. L. (2011). Writing about Testing Worries Boosts Exam Performance in the Classroom. Science, 331, 211-213.
http://dx.doi.org/10.1126/science.1199427 [41] Rosario, P., Núnez, J. C., Salgado, A., Gonzalez-Pienda, J. A., Valle, A., & Joly, C. (2008). Ansiedad ante los examenes: Relaciones con variables personales y familiares. Psicothema, 20, 563-570. [42] Sapp, M. (1999). Test Anxiety. Applied Research, Assessment, and Treatment Interventions. Lanham, MD: University Press of America. [43] Sarason, I. G. (1978). The Test Anxiety Scale: Concept and Research. In C. D. Spielberger, & I. G. Sarason (Eds.), Stress and Anxiety (Vol. 5, pp. 193-216). Washington DC: Hemisphere. [44] Sarason, I. G. (1984). Stress, Anxiety, and Cognitive Interference: Reactions to Test. Journal of Personality and Social Psychology, 46, 929-938.
http://dx.doi.org/10.1037/0022-3514.46.4.929 [45] Serrano, I., & Delgado, J. (1990). Ansiedad ante los examenes, ¿estado o rasgo? Tratamiento conductual. Studia Paedagogica, 22, 81-93. [46] Serrano, I., & Delgado, J. (1991). Estrategias de afrontamiento y ansiedad ante los examenes. Revista de Psicologia General y Aplicada, 44, 447-456. [47] Serrano, I., & Escolar, M. C. (2011). Psicopatologia de la ansiedad ante los examenes: Dimensiones y componentes. Escuela y Psicopatologia, 2, 135-168. [48] Serrano, I., Delgado, J., & Escolar, M. C. (2010). Eficacia diferencial de estrategias de afrontamiento en la reduccion de la ansiedad ante los examenes en funcion del tipo de variable principalmente afectada. Ansiedad y Estres, 16, 109-126. [49] Serrano, I., Escolar, C., & Delgado, J. (2002). Eficacia diferencial de estrategias de afrontamiento en la reduccion de la ansiedad ante los examenes. Analisis y Modificacion de Conducta, 28, 523-550. [50] Serrano, I., Escolar, M. C., & Delgado, J. (2011). Eficacia de tres estrategias de afrontamientos en la reduccion de la ansiedad ante los examenes en funcion del tipo de variable principalmente afectada. In J. M. Roman, M. A. Carbonero, & J. D. Valdivieso (Eds.), Educacion, aprendizaje y desarrollo en una sociedad multicultural (pp. 1115-1133). Madrid: Ediciones de la Asociacion Nacional de Psicologia y Educacion. [51] Spielberger, C. D. (1972a). Anxiety as an Emotional State. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research (Vol. 1, pp. 23-49). New York: Academic Press.
http://dx.doi.org/10.1016/B978-0-12-657401-2.50009-5 [52] Spielberger, C. D. (1972b). Conceptual and Methodological Issues in Anxiety Research. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research (Vol. 2, pp. 481-493). New York: Academic Press.
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http://dx.doi.org/10.1016/B978-012372545-5/50011-3
[1] Amutio, A., & Smith, J. C. (2008). Stress and Irrational Beliefs in College Students. Ansiedad y Estres, 14, 211-220. [2] Bernstein, D. A., & Borkovec, T. D. (1983). Entrenamiento en relajacion progresiva (9th ed.). Bilbao: Desclee de Brouver. [3] Bonaccio, S., Reeve, C. L., & Winford, E. C. (2012). Text Anxiety on Cognitive Ability Test Can Result in Differential Predictive Validity of Academic Performance. Personality and Individual Differences, 52, 497-502.
http://dx.doi.org/10.1016/j.paid.2011.11.015 [4] Can, P. B., Dereboy, C., & Eskin, M. (2012). Comparison of the Effectiveness of Cognitive Restructuring and Systematic Desensitization in Reducing High-Stakes Test Anxiety. Turkish Journal of Psychiatry, 23, 9-17. [5] Cassady, J. C., & Johnson, R. E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27, 270-295.
http://dx.doi.org/10.1006/ceps.2001.1094 [6] Conley, K. M., & Lehman, B. J. (2012). Test Anxiety and Cardiovascular Responses to Daily Academic Stressors. Stress and Health, 28, 41-50.
http://dx.doi.org/10.1002/smi.1399 [7] Cunha, M., & Paiva, M. J. (2012). Text Anxiety in Adolescents: The Role of Self-Criticism and Acceptance and Mindfulness Skills. The Spanish Journal of Psychology, 15, 533-543.
http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n2.38864 [8] Deffenbacher, J. L. (1980). Worry and Emotionality in Test Anxiety. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research, and Applications (pp. 111-128). Hillsdale, NJ: Lawrence Erlbaum Associates. [9] Escolar, M. C. (2007). Eficacia diferencial de estrategias de afrontamiento de la ansiedad ante los examenes universitarios en funcion de la variable principalmente afectada. Unpublished Doctoral Thesis, Universidad de Salamanca, Spain. [10] Escolar, M. C., & Serrano, I. (2012). Eficacia de las herramientas cognitivo-conductuales para disminuir la ansiedad en el ambito educativo. Boletin de la SEAS, 37, 8-21. [11] Fletcher, T. M., & Spielberger, C. D. (1995). Comparison of Cognitive Therapy and Rational-Emotive Therapy in the Treatment of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 153-169). Washington DC: Taylor & Francis. [12] Furlan, L. A., Sanchez Rosas, J., Heredia, D., Piemontesi, S., & Illbele, A. (2009). Estrategias de aprendizaje y ansiedad ante los examenes en estudiantes universitarios. Pensamiento Psicologico, 5, 117-124. [13] Gaudry, E., & Spielberger, C. D. (1971). Anxiety and Educational Achievement. New York: Wiley. [14] Gonzalez, H. P. (1995). Systematic Desensitization, Study Skills Counseling, and Anxiety-Coping Training in the Treatment of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 117-132). Washington DC: Taylor & Francis. [15] Gutierrez-Calvo, M. (1996). Ansiedad y deterioro cognitivo: Incidencia en el rendimiento academico. Ansiedad y Estres, 2, 173-194. [16] Hernandez, J. M., Pozo, C., & Polo, A. (1994). Ansiedad ante los examenes: Un programa para su afrontamiento de forma eficaz. Valencia: Promolibro. [17] Holroyd, K. A., & Appel, M. A. (1980). Test Anxiety and Physiological Responding. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research, and Applications (pp. 129-151). Hillsdale, NJ: Lawrence Erlbaum Associates. [18] Iruarrizaga, I., & Salvador, M. E. (1999). Intervencion cognitivo conductual en los problemas de ansiedad de evaluacion. Tratamiento de un caso. Psicologia.
http://www.psiquiatria.com/revistas/index.php/psicologiacom/article/view/640/ [19] Jacobson, E. (1938). Progressive Relaxation. Chicago, IL: University of Chicago Press. [20] Kaplan, R. M., McCordick, S. M., & Twitchell, M. (1979). Is It the Cognitive or the Behavioral Component Which Makes Cognitive-Behavior Modification Effective in Test Anxiety? Journal of Counseling Psychology, 26, 371-377.
http://dx.doi.org/10.1037/0022-0167.26.5.371 [21] Liebert, R. M., & Morris, L. W. (1967). Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data. Psychological Reports, 20, 975-978.
http://dx.doi.org/10.2466/pr0.1967.20.3.975 [22] Martinez-Monteagudo, M. C., Ingles, C. J., Cano-Vindel, A., & Garcia-Fernandez, J. M. (2012). Estado actual de la investigacion sobre la teoria tridimensional de la ansiedad de Lang. Ansiedad y Estres, 18, 201-219. [23] McMillan, J. R., & Osterhouse, R. A. (1972). Specific and Generalized Anxiety as Determinants of Outcome with Desensitization of Text Anxiety. Journal of Counseling Psychology, 19, 518-521. http://dx.doi.org/10.1037/h0033583 [24] Meichenbaum, D. (1985). Stress Innoculation Training. Oxford: Pergamon Press Inc. [25] Miralles, F., & Hernandez, I. (2012). La ansiedad ante los examenes. Boletin de la SEAS, 36, 9-16. [26] Miralles, F., & Sanz, M. C. (2011). Como enfrentarse con exito a examenes y oposiciones. Madrid: Ediciones Piramide. [27] Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and Emotional Components of Anxiety: Literature Review and a Revised Worry-Emotionality Scale. Journal of Educational Psychology, 73, 541-555.
http://dx.doi.org/10.1037/0022-0663.73.4.541 [28] Naveh-Benjamin, M. (1991). A Comparison of Training Programs Intended for Different Types of Test-Anxious Students: Further Support for an Information-Processing Model. Journal of Educational Psychology, 83, 134-139.
http://dx.doi.org/10.1037/0022-0663.83.1.134 [29] Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y. G. (1987). Two Types of Test-Anxious Students: Support for an Information Processing Model. Journal of Educational Psychology, 79, 131-136.
http://dx.doi.org/10.1037/0022-0663.79.2.131 [30] Nemati, A., & Habibi, P. (2012). The Effect of Practicing Pranayama on Test Anxiety and Test Performance. Indian Journal of Science and Technology, 5, 2645-2650. [31] Onwuegbuzie, A. J., & Daley, C. E. (1996). The Relative Contributions of Examination-Taking Coping Strategies and Study Coping Strategies to Test Anxiety: A Concurrent Analysis. Cognitive Therapy and Research, 20, 287-303.
http://dx.doi.org/10.1007/BF02229239 [32] Osterhouse, R. A. (1969). A Comparison of Desensitization and Study-Skills Training for the Treatment of Two Kinds of Test-Anxious Students. Unpublished Doctoral Dissertation, Columbus, OH: Ohio State University. [33] Osterhouse, R. A. (1972). Desensitization and Study-Skills Training as Treatment for Two Types of Test-Anxious Students. Journal of Counseling Psychology, 19, 301-307.
http://dx.doi.org/10.1037/h0034177 [34] Parker, J. C. I., Vagg, P. R., & Papsdorf, J. D. (1995). Systematic Desensitization, Cognitive Coping, and Biofeedback in the Reduction of Test Anxiety. In C. D. Spielberger, & P. R. Vagg (Eds.), Test Anxiety: Theory, Assessment, and Treatment (pp. 171-182). Washington DC: Taylor & Francis. [35] Piemontesi, S. E., & Heredia, D. E. (2009). Afrontamiento ante examenes: Desarrollo de los principales modelos teoricos para su definicion y medicion. Anales de Psicologia, 25, 102-111. [36] Piemontesi, S., Heredia, D., Furlan, L., Sanchez-Rosas, J., & Martinez, M. (2012). Ansiedad ante los examenes y estilos de afrontamiento ante el estres academico en estudiantes universitarios. Anales de Psicologia, 28, 89-96. [37] Polo, A., Hernandez, J. M., & Pozo, C. (1996). Evaluacion del estres academico en estudiantes universitarios. Ansiedad y Estres, 2, 159-172. [38] Pozar, F. F. (1979). Inventario de habitos de estudio: IHE. Madrid: TEA. [39] Putwain, D. W., & Sysmes, W. (2012). Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety. British Journal of Educational Psychology, 82, 207-224.
http://dx.doi.org/10.1111/j.2044-8279.2011.02021.x [40] Ramirez, G., & Beilock, S. L. (2011). Writing about Testing Worries Boosts Exam Performance in the Classroom. Science, 331, 211-213.
http://dx.doi.org/10.1126/science.1199427 [41] Rosario, P., Núnez, J. C., Salgado, A., Gonzalez-Pienda, J. A., Valle, A., & Joly, C. (2008). Ansiedad ante los examenes: Relaciones con variables personales y familiares. Psicothema, 20, 563-570. [42] Sapp, M. (1999). Test Anxiety. Applied Research, Assessment, and Treatment Interventions. Lanham, MD: University Press of America. [43] Sarason, I. G. (1978). The Test Anxiety Scale: Concept and Research. In C. D. Spielberger, & I. G. Sarason (Eds.), Stress and Anxiety (Vol. 5, pp. 193-216). Washington DC: Hemisphere. [44] Sarason, I. G. (1984). Stress, Anxiety, and Cognitive Interference: Reactions to Test. Journal of Personality and Social Psychology, 46, 929-938.
http://dx.doi.org/10.1037/0022-3514.46.4.929 [45] Serrano, I., & Delgado, J. (1990). Ansiedad ante los examenes, ¿estado o rasgo? Tratamiento conductual. Studia Paedagogica, 22, 81-93. [46] Serrano, I., & Delgado, J. (1991). Estrategias de afrontamiento y ansiedad ante los examenes. Revista de Psicologia General y Aplicada, 44, 447-456. [47] Serrano, I., & Escolar, M. C. (2011). Psicopatologia de la ansiedad ante los examenes: Dimensiones y componentes. Escuela y Psicopatologia, 2, 135-168. [48] Serrano, I., Delgado, J., & Escolar, M. C. (2010). Eficacia diferencial de estrategias de afrontamiento en la reduccion de la ansiedad ante los examenes en funcion del tipo de variable principalmente afectada. Ansiedad y Estres, 16, 109-126. [49] Serrano, I., Escolar, C., & Delgado, J. (2002). Eficacia diferencial de estrategias de afrontamiento en la reduccion de la ansiedad ante los examenes. Analisis y Modificacion de Conducta, 28, 523-550. [50] Serrano, I., Escolar, M. C., & Delgado, J. (2011). Eficacia de tres estrategias de afrontamientos en la reduccion de la ansiedad ante los examenes en funcion del tipo de variable principalmente afectada. In J. M. Roman, M. A. Carbonero, & J. D. Valdivieso (Eds.), Educacion, aprendizaje y desarrollo en una sociedad multicultural (pp. 1115-1133). Madrid: Ediciones de la Asociacion Nacional de Psicologia y Educacion. [51] Spielberger, C. D. (1972a). Anxiety as an Emotional State. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research (Vol. 1, pp. 23-49). New York: Academic Press.
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