Abstract: (25 Views)
Background and Objectives: Anxiety disorder is one of the most common mental disorders. One type of anxiety disorder is test anxiety, which has symptoms of physical arousal, mental rumination, physical changes, tension, worry, confusion. In test anxiety, distress and anxiety lead to poor performance in the desired situation, inattention, and unpleasant physiological reactions. Some studies have shown that the epidemiological rate of test anxiety is higher in girls than in boys. Psychotherapy and its services are a more important means of helping people understand themselves and the work environment and adapt more in life, and facilitate the desired mental, emotional, social, and spiritual development of the individual. The purpose of the present study was to investigate the effectiveness of solution-focused therapy on school anxiety in adolescents aged 15 to 18.
Methods:
The present study was a semi-experimental study with a pre-test and post-test with a control group. The population of the present study consisted of all high school students in Yazd in 1400. 200 of these students were selected through convenience sampling. These students responded to the Phillips School Anxiety Questionnaire (Phillips, 1987), and then, among these students, 30 eligible volunteers who scored above 120 in school anxiety were purposefully included in the study, and 15 were randomly assigned to the solution-oriented experimental group and 15 to the control group. The experimental group was trained in the path-oriented approach, and a discussion was conducted for the control group. The data were analyzed using the analysis of covariance at a significance level of α=0.05. The Phillips School Anxiety Questionnaire (Phillips, 1987) was first designed by Phillips in 1987. The Phillips scale consists of 74 questions and includes 4 subscales: fear of self-expression, test anxiety, lack of self-confidence and physiological reactions, and all subscales are answered as yes (3 points), no (1 point) and sometimes (2 points). The content of the solution-focused therapy sessions was developed based on Shazer's protocol and theoretical foundations. This training was implemented in a group setting during 8 90-minute sessions in this study. In Iran, "solution-focused therapy" has been implemented by Saydaei, Gol Sefidi and Poursaid Aghaei. In the present study, participants were given homework at the end of each session, and in each session, the homework from the previous session was reviewed by the first researcher of the present article, including a review of the materials.
Results: The mean school anxiety in the solution-focused treatment group decreased in the post-test compared to the pre-test, but the mean school anxiety in the control group did not differ significantly in the post-test compared to the pre-test. In order to examine the significance of these differences, analysis of covariance was used. Levine's test was used to examine the assumption of homogeneity of variances. The results showed that the assumption of homogeneity with f = 0.28 was not significant at the 0.05 significance level. Also, the results of the assumption of normality of the data using the Kolmogorov-Smirnov test were not significant. To examine the assumption of homogeneity of the regression slope, the results showed that the pre-assumption with f = 2.83 was not significant at the 0.05 significance level. Therefore, the assumption of the analysis of covariance was met. The results of the analysis of covariance showed that after removing the effect of the pre-test, the difference in the mean anxiety between the two groups in the post-test was significant (P < 0.001). The eta square also showed that the intervention accounted for 84.8% of the changes in the school anxiety variable.
Conclusion:
According to the results of the present study, it can be said that solution-focused therapy is effective on school anxiety. The lack of a follow-up phase to examine the long-term effectiveness of the treatments and the limited research environment in Yazd are limitations of this study. Therefore, the generalizability of the results should be done with caution. It is suggested that future studies increase the generalizability of the findings by using a follow-up phase. It is also suggested that solution-focused therapy be used as a method for treating students' school anxiety and related problems.
Methods:
The present study was a semi-experimental study with a pre-test and post-test with a control group. The population of the present study consisted of all high school students in Yazd in 1400. 200 of these students were selected through convenience sampling. These students responded to the Phillips School Anxiety Questionnaire (Phillips, 1987), and then, among these students, 30 eligible volunteers who scored above 120 in school anxiety were purposefully included in the study, and 15 were randomly assigned to the solution-oriented experimental group and 15 to the control group. The experimental group was trained in the path-oriented approach, and a discussion was conducted for the control group. The data were analyzed using the analysis of covariance at a significance level of α=0.05. The Phillips School Anxiety Questionnaire (Phillips, 1987) was first designed by Phillips in 1987. The Phillips scale consists of 74 questions and includes 4 subscales: fear of self-expression, test anxiety, lack of self-confidence and physiological reactions, and all subscales are answered as yes (3 points), no (1 point) and sometimes (2 points). The content of the solution-focused therapy sessions was developed based on Shazer's protocol and theoretical foundations. This training was implemented in a group setting during 8 90-minute sessions in this study. In Iran, "solution-focused therapy" has been implemented by Saydaei, Gol Sefidi and Poursaid Aghaei. In the present study, participants were given homework at the end of each session, and in each session, the homework from the previous session was reviewed by the first researcher of the present article, including a review of the materials.
Results: The mean school anxiety in the solution-focused treatment group decreased in the post-test compared to the pre-test, but the mean school anxiety in the control group did not differ significantly in the post-test compared to the pre-test. In order to examine the significance of these differences, analysis of covariance was used. Levine's test was used to examine the assumption of homogeneity of variances. The results showed that the assumption of homogeneity with f = 0.28 was not significant at the 0.05 significance level. Also, the results of the assumption of normality of the data using the Kolmogorov-Smirnov test were not significant. To examine the assumption of homogeneity of the regression slope, the results showed that the pre-assumption with f = 2.83 was not significant at the 0.05 significance level. Therefore, the assumption of the analysis of covariance was met. The results of the analysis of covariance showed that after removing the effect of the pre-test, the difference in the mean anxiety between the two groups in the post-test was significant (P < 0.001). The eta square also showed that the intervention accounted for 84.8% of the changes in the school anxiety variable.
Conclusion:
According to the results of the present study, it can be said that solution-focused therapy is effective on school anxiety. The lack of a follow-up phase to examine the long-term effectiveness of the treatments and the limited research environment in Yazd are limitations of this study. Therefore, the generalizability of the results should be done with caution. It is suggested that future studies increase the generalizability of the findings by using a follow-up phase. It is also suggested that solution-focused therapy be used as a method for treating students' school anxiety and related problems.
Type of Study: Original Research Article |
Subject:
Psychology
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
