Krispenz, Ann; Gort, Cassandra; Schültke, Leonie; Dickhäuser, Oliver (10 September 2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: Investigating the role of academic self-efficacy (Unpublished). In: 16th SPS SGP SSP Conference - "Psychology's contribution to society". Bern, Switzerland. 09.09-11.09.2019.
Full text not available from this repository. (Request a copy)Test anxiety can lead to procrastination. Control-value theory of achievement emotions assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals is thus assumed to reduce test anxiety and procrastination. We tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ test anxiety and procrastination in the final stages of an academic term using a longitudinal design. University students identified worry thoughts regarding a specific and frightening exam. Intervention participants (n = 40) explored their worry thoughts with the IBSR method. Participants of the control group (n = 31) received the intervention after the study. Data-analyses revealed the IBSR intervention to reduce test anxiety and procrastination in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. Conclusions: IBSR may help individuals to cope with test anxiety and procrastination.
Item Type: |
Conference or Workshop Item (Paper) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > Educational Psychology |
UniBE Contributor: |
Krispenz, Ann |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
Language: |
English |
Submitter: |
Ann Krispenz |
Date Deposited: |
24 Feb 2020 16:02 |
Last Modified: |
05 Dec 2022 15:36 |
Additional Information: |
Im Programm wird nur Frau Krispenz als Autorin erwähnt. |
URI: |
https://boris.unibe.ch/id/eprint/140099 |
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